Childminder

Childminder

Unique reference number (URN): 2806421 Registered with Ofsted: 10/12/2024 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 Expected standard

Generally, children achieve well, whatever their starting points. This includes children with special educational needs and/or disabilities, and other vulnerable children. They express their needs clearly and have growing vocabularies. Older children recognise their names. Younger children say names of common objects and learn how to form simple sentences. Children say number names and older children count confidently to 10. They know the names of different shapes and use mathematical language to describe size. Children fetch their shoes and sun hats to go outside. They learn how to put on their shoes. Children run confidently, climb and learn how to balance. Younger children learn how to pull themselves up to balance and walk.

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Behaviour, attitudes and establishing routines Expected standard

Children show enthusiasm for learning and readily get involved in a wide variety of interesting activities. They show concentration and perseverance as they operate a push button tap to fill a container with water. Children have positive relationships with each other and happily create stories together while they play with toy animals. They demonstrate kindness as they offer each other pretend ice creams. Children learn to share and to take turns. For example, they wait for their turn to serve themselves at meal times.

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Behaviour, attitudes and establishing routines Expected standard

The childminder manages children's behaviour in effective ways. She is patient, fair and gentle in her approach. The childminder reminds children of agreed group rules, such as to use kind hands and to share. She talks to children about any unacceptable behaviour and helps them to find positive solutions. The childminder adapts her approach to meet the needs of children with special educational needs and/or disabilities, and other vulnerable children. The childminder has warm, happy relationships with children. She talks to parents about the importance of regular attendance and punctuality. The childminder explains how children will miss out on activities if they are late. She explains how regular attendance supports children's progress and readiness for school.

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Children's welfare and wellbeing Expected standard

The childminder ensures that children's safety is a priority. She carries out daily safety checks that include the garden and all indoor areas. She maintains hygienic practices to reduce the risk of cross infection. The childminder teaches children how to act in safe ways. For instance, she teaches them to walk indoors and to sit down when eating. When out with the children, she reminds them about road safety and children act with care and caution.

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Children's welfare and wellbeing Expected standard

Meal times are special, social occasions where children sit together around a nicely presented table in the garden and serve themselves at snack time. This creates a relaxed, pleasant, homely atmosphere and supports children's wellbeing. Lunch boxes are stored appropriately to keep food safe for children. The childminder prepares well-balanced nutritious meals for children that meet special dietary needs. However, the childminder has not fully developed children's awareness of the value of eating well. This means that children have not gained consistent knowledge to make healthy choices. The childminder and her staff supervise children closely while they eat to keep children safe. Children have daily opportunities to rest or sleep to meet their needs. The childminder follows safer sleeping guidelines and ensures that children are regularly checked and supervised while they sleep. This helps to keep children safe. The childminder teaches children about feelings

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Children's welfare and wellbeing Expected standard

and how to manage them. For example, she reads feelings-related stories, discussion and songs. This helps children to develop an understanding of themselves and others.

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Curriculum and teaching Expected standard

The curriculum is varied, interesting and linked well to children's developmental stages. The childminder skilfully adapts the curriculum to meet diverse learning needs. This includes children with special educational needs and/or disabilities, and other vulnerable children. Overall, the childminder effectively promotes children's communication, language and literacy skills. For instance, she teaches children words such as pour, mix and shake as they mix coloured water to make new colours. The childminder sings songs and rhymes with children using props which engages children well while they learn new words. Children enjoy listening to stories read by the childminder. However, they do not regularly engage with books independently. This mean that children have not fully developed a love of books to support their language and literacy skills further. The childminder questions children effectively and gives them time to think and respond.

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Curriculum and teaching Expected standard

The childminder teaches children early mathematical skills successfully. For example, the childminder teaches children names of different coloured shapes illuminated on a light table. She teaches children how to count securely, for example by putting pairs of toy animals in small world play. The childminder sings fun number songs and rhymes to support children's number skills. She ensures that children have daily opportunities to practise a wide variety of physical skills by visiting the local park. The childminder ensures that children learn to take responsibility for small tasks. For example, older children help to set the table for lunch. This supports their personal and social development well.

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Inclusion Expected standard

The childminder has a secure understanding of how to identify if a child needs supportive intervention. For instance, she makes use of ongoing observations and developmental assessments to flag any areas of concern. The childminder systematically modifies activities for children with special educational needs and/or disabilities (SEND), and other vulnerable children. For example, she uses visual cues and signs to help children who needed extra support in their communication and language skills. The childminder gives parents clear guidance on pathways to follow for further support, such as contacting health visitors. The childminder has completed a course on supporting children with SEND. This enhances her teaching strategies to promote best outcomes for children. The childminder understands the importance of working closely with parents and health professionals to support children with SEND and other vulnerable children.

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Leadership and governance Expected standard

The childminder works well with her staff to promote best outcomes for children. She meets regularly with them to talk about and support their work and wellbeing. The childminder ensures that staff have regular training updates in safeguarding and paediatric first aid to keep their knowledge up to date. She promotes their wellbeing effectively, for example by giving time off when numbers of children are low.

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Leadership and governance Expected standard

The childminder has successful partnerships with parents. She gives detailed feedback on a daily basis in various forms to parents. This helps to keep them up to date on their child's progress and activities. She works closely with parents to support different areas, such as toilet training. Written comments from parents state high levels of satisfaction with the care provided by the childminder and her staff. For example, they state that they appreciate the open communication and child-focused environment

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Leadership and governance Expected standard

The childminder is aware of the strengths and areas for development of her provision. She decides on key goals to bring about improvement. The childminder is committed to the development of her skills and knowledge. She has completed various courses, such as teaching and learning in the early years, and safer sleeping for babies. This has led to improved awareness and practice in these areas. The childminder maintains an effective work life balance by taking annual holidays with her family.

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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 thrive happily in this homely, lively setting. They have close, trusting relationships with the childminder and her staff. Children and their families appreciate the warm care provided by the childminder and her staff. They feel like they are part of the childminder's family. Children feel valued and safe through the nurturing care provided the childminder. She gets down to children's level and uses warm eye contact and smiles as she engages with them during play and routines.

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

Generally, children achieve well, whatever their starting points. The childminder considers the individual needs of each child and makes any necessary adjustments to the curriculum. This includes children with special educational needs and/or disabilities, and other vulnerable children. Children are keen, curious learners who are busily occupied in play. They develop a secure understanding of the world. They learn how things grow as they plant tomatoes and other fruit and vegetables with the childminder. Children learn about forests, trees, and birds when they go on walks with the childminder. They name sea creatures as they create stories in water play. Children learn to balance across stepping stones supported by staff. Older children confidently step across the stones unaided and finish with a skilful jump. They learn to run confidently and climb across frames when they visit the local park regularly. This supports children's physical development well. Children

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

gain secure independence skills. They feed themselves and help to tidy up after play. Children play together well as they take on different roles in the pretend home corner. They enjoy their time in this setting and this encourages the children to attend regularly. Children acquire foundational skills that effectively prepare them for their next stage of learning.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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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Next steps

The childminder should enhance the curriculum for communication, language and literacy, particularly by helping children to consistently develop a love of books. The childminder should teach children the value of eating well consistently and fully to promote their ability to make healthy choices.

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About this inspection

The inspector spoke with the childminder, staff and children , She considered comments from 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 for children's learning, development and care, known as the early years' foundation stage. This data is from 28 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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