Childminder

Childminder

Unique reference number (URN): 2792835 Registered with Ofsted: 10/07/2024 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 excellent progress and confidently show what they can do. Two-year-old children persevere with opening their lunch boxes, put their rubbish away and pour their drinks into open cups with growing control. They independently put on their shoes, tidy resources and help prepare the sleeping mats, demonstrating secure understanding of routines. Outdoors, children climb the slide and ladders with confidence, dig, scoop and pour, and explore water play with curiosity. When they find a spider, they sing 'Incy Wincy Spider', and then notice drains in the environment, bringing the song to life. They spot bees on a bush and talk about them, linking learning from 'bee week'. Children enjoy sensory experiences, such as a feely book about an octopus, naming animals, counting limbs and using expressive voices. Inclusive achievement is evident as children use visual prompts when transitions are difficult. They attend weekly playgroups and revisit learning throughout

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Achievement Strong standard

the day, consolidating early skills that prepare them well for school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets high expectations, and children rise to them. They show positive attitudes to learning throughout the day. They return to the magnet tiles repeatedly, build more complex structures and name the shapes they use, demonstrating enthusiasm and determination. Children behave very well and show growing confidence in the childminder's calm, predictable environment.

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Behaviour, attitudes and establishing routines Strong standard

The childminder leads behaviour with skill and intention. She anticipates difficulties and redirects children with purposeful alternatives. When children start to throw magnet blocks, she offers a basket to throw into instead, which helps them manage impulses and stay engaged. The childminder consistently provides inclusive support. She uses visual prompts to help children who find transitions difficult, showing the symbol for coming inside and talking through the change so children can adjust confidently. Children form warm, respectful relationships. The childminder models gentle interactions, and children mirror this in their play. For instance, they share books, take turns turning pages and celebrate one another's achievements, clapping proudly when a friend finishes tidying away resources. When disagreements occur, the childminder supports children to express their feelings and find solutions, such as guiding them to talk about what happened when children wanted the

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes attendance effectively. She maintains secure relationships with families, communicates clearly about routines and checks in promptly if children are unexpectedly absent. Children attend regularly, settle quickly and benefit from consistent support that helps them feel secure and ready to learn.

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Children's welfare and wellbeing Strong standard

Children build extremely warm and trusting relationships with the childminder. They seek comfort, share affection and mirror her calm and gentle tone, which helps them feel very settled and secure throughout the day. She places clear and consistent emphasis on helping children understand their feelings. Using books, such as 'The Colour Monster', she supports them to recognise and talk about their emotions, and children begin to express how they feel with growing confidence.

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Children's welfare and wellbeing Strong standard

Children's privacy and dignity are carefully respected during toileting and nappy changes. Simple, predictable routines help even the youngest children understand what will happen, which supports their sense of security. Healthy habits are consistently woven into daily practice. Children confidently wash their hands, and visual prompts and songs are provided to ensure that all children are fully included. The childminder talks to children about healthy foods, helping them learn how to look after themselves and keep themselves healthy, including providing clear messages about oral health.

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Children's welfare and wellbeing Strong standard

Sun safety is thoughtfully managed. Children wear hats and play in shaded areas so they remain comfortable outdoors. When children become tired, the childminder responds with sensitivity and reassurance. Children settle calmly for a quiet story, showing the secure relationships they have with the childminder. She creates an inclusive atmosphere where children's individual backgrounds, characteristics and differences are recognised and valued. This helps children feel comfortable in themselves and supports a deep sense of belonging for all children in the setting.

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Curriculum and teaching Strong standard

The childminder has high ambitions for all children and plans a well-sequenced curriculum that builds knowledge and skills progressively. She ensures children can repeat and revisit planned learning to secure their skills and understanding. For example, children have numerous opportunities to balance, pour, count and make marks in different ways. Outdoor learning is central to her planning, so that children develop knowledge of the natural world. Children explore natural materials, observe environmental changes and learn to care for living things, for example during 'bee week'. Nature walks and access to larger play equipment are used purposefully to support the development of children's large muscles and overall physical confidence.

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Curriculum and teaching Strong standard

The childminder consistently and skilfully weaves mathematical language into everyday play. Words, such as full, empty, heavy and light, are used naturally and in context. Children have plentiful opportunities to count and explore quantities. Two-year-old children begin to recognise small quantities and compare amounts, showing secure early number understanding. Literacy development is threaded through the day. The childminder reads with animation, pauses for children to predict what might happen next and encourages them to join in with repeated phrases.

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Curriculum and teaching Strong standard

Communication and language are consistently prioritised. The childminder asks open-ended questions, commentates on children's play and introduces new vocabulary linked to their interests. For example, children recall new vocabulary independently, describing 'spiky pufferfish' and flavours of ice cream for sale in their shop. This supports children to extend their sentences and explain their thinking. The childminder's extensive experience working in inclusion underpins the way she structures learning. She breaks knowledge into small, manageable steps and revisits them often, enabling every child to participate fully and build securely on what they know and can do.

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Inclusion Strong standard

Inclusive practice is woven through every aspect of the setting. The childminder knows each child well, precisely assessing their development from the outset. She completes baseline assessments and ongoing observation. She measures progress in small, meaningful steps and reflects on what children show her in daily routines. Two-year-old children competently open their lunch boxes, pour drinks into open cups and manage toileting steps with growing independence. Visual prompts are used thoughtfully to support transitions, helping children move calmly between activities. When children find it difficult to come inside after outdoor play, she shows the visual symbol, explains what will happen next and gives time and reassurance so they can adjust confidently. These observations shape individual next steps and help the childminder identify when additional support may be needed.

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Inclusion Strong standard

The childminder's special educational needs and/or disabilities background means she recognises early indicators of delay and understands which professionals and agencies to involve. She knows when to refer families to health visitors, medical professionals or speech and language services, and holds sensitive conversations with parents and carers about what she observes. Families are supported to mirror consistent routines at home, using strategies so children experience continuity and the same support across both environments. This ensures every child participates fully and continues to make excellent progress.

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Leadership and governance Strong standard

The childminder shows professional leadership. She sets high standards for herself and thinks carefully about how to keep improving the setting. She uses clear routines, organisation and thoughtful risk management to create a calm and predictable environment where children feel safe and confident. Self-evaluation is a central part of the childminder's leadership. She reflects daily on what works well and what needs adjusting, and listens closely to children, parents and carers when making decisions. Parents share feedback through conversations, feedback forms, messages and progress updates, and the childminder uses their views to shape routines and experiences. Children's voices also guide the childminder's thinking. They talk positively about their time in the setting, choose activities they enjoy and show through their behaviour when something supports them well. Their views help the childminder refine the environment and plan meaningful experiences.

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Leadership and governance Strong standard

Professional learning is active and ongoing. The childminder joins webinars, reads current guidance and benefits from a childminding network where she can share ideas and strengthen practice. She adapts quickly, when needed, such as changing routines during warmer weather so that children stay safe and comfortable. Partnerships with families are warm and trusting. Parents describe the setting as nurturing and enriching, and consistently say their children are happy, settled and excited to attend. Communication is clear and regular, through daily discussions, updates via an online platform, photos, emails and progress reports. Leadership extends into the community, as the childminder has secure links with schools that children will move on to, and shares helpful transition information. Her special educational needs and/or disabilities and inclusion experience means the childminder knows exactly where to signpost families to, including health visitors, doctors

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Leadership and governance Strong standard

and speech and language services, when needed.

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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 experience a warm, calm and nurturing environment where they feel completely at ease. They arrive happy, settle quickly and move confidently through their day, knowing their ideas are listened to and valued. Moments of shared curiosity strengthen their sense of belonging. For instance, when children discover a spider, they link it to the rhyme, 'Incy Wincy Spider'. They sing together and act out the rhyme by spraying water, washing the spider away and following the flow to the drain. This brings language, story and real-world exploration together in a way that feels joyful and meaningful.

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

Children follow their interests, particularly in early mathematics, counting accurately, comparing quantities and using language such as 'one more' and 'two more'. They name shapes confidently, practise throwing at targets and demonstrate impressive hand-eye coordination. Language is rich throughout the day. Children speak in extended sentences, join in refrains, act out rhymes and use new vocabulary from stories, songs and sensory experiences. They explore new concepts through books, puffing their cheeks to imitate a pufferfish and talking about how it protects itself, strengthening their understanding of the world.

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

Physical development is thoughtfully supported. Children climb, balance and dig outdoors, as the childminder identifies core strength as a key foundation for later physical skills. Activities such as balancing, scooping, pouring and using spray bottles are intentionally chosen to build stability, control and confidence.

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

Children explore widely beyond the childminder's home. They visit woodland trails, parks and playgroups, collect sticks for the mud kitchen and investigate natural materials. Through these experiences, they learn about similarities and differences, taste foods from different cultures and engage in role play that helps them understand feelings, relationships and the wider world. Inclusion is woven naturally throughout the day, with conversations about hair, skin, birthmarks and family backgrounds, helping children recognise and celebrate what makes each person special.

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Next steps

The childminder should continue to build on the secure, consistent practice, exploring small refinements to further enhance the transformational impact of children's experiences.

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About this inspection

The inspector spoke with the childminder, children, and viewed feedback from parents and carers, 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.

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About this setting

Operating hours: Thursday,Tuesday,Wednesday : 08:00 - 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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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.

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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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