Childminder

Childminder

Unique reference number (URN): 2839467 Registered with Ofsted: 08/05/2025 Registers: EYR, CCR

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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 develop secure communication and language skills. They benefit from timely support when needed, helping them to overcome barriers to learning and make good progress from their starting points. Children with special educational needs and/or disabilities receive the help they need to participate fully in learning experiences.

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Achievement Expected standard

Children generally make steady progress across the curriculum. They confidently share their ideas, thoughts and feelings during conversations and play. Children benefit from activities that build on what they already know and can do. This helps them to develop new knowledge and skills over time. Children are well prepared for the next stages of learning, including school. They develop the confidence, independence and communication skills needed for future learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to understand the expectations for their behaviour. She acts as a positive role model, gives gentle reminders and celebrates children's positive choices. As a result, children generally behave well. They feel safe and secure in the setting and are beginning to develop an age-appropriate understanding of how their behaviour affects others. Although expectations for behaviour are typically clear, routines and expectations are not yet implemented consistently enough throughout the day to help all children benefit fully from the learning experiences on offer.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to develop respect for the world around them. She encourages meaningful conversations about environmental issues, including climate change. She reinforces this learning through the setting's climate action policy and shares this with parents to promote consistent messages about sustainability. Children show increasing awareness of how to care for their environment. For example, they help to tidy resources and take responsibility for shared spaces as part of daily routines.

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Behaviour, attitudes and establishing routines Expected standard

The childminder knows the children well and develops warm, caring relationships with them. Children enjoy looking at books with the childminder and seek reassurance and affection when needed. Children play cooperatively with their friends and are encouraged to work together. For example, the childminder encourages children to hold the thread while their friends add shapes, helping them to develop collaborative and kind relationships.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of good attendance and punctuality. She works closely with parents to help children benefit from regular participation in the curriculum and daily routines. She also considers each child's age, stage of development, individual needs and personal circumstances when supporting their behaviour and emotional regulation. As a result, children generally develop the skills they need to manage their feelings and interact positively with others.

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Children's welfare and wellbeing Expected standard

Children's individual needs are well met. The childminder works closely with parents to support healthy eating, and parents speak positively about the support she provides during their child's toilet training.

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Children's welfare and wellbeing Expected standard

Children seek support and comfort from the childminder and she responds sensitively to their needs. When children want reassurance or a cuddle, they confidently seek her out and enjoy looking at books with her. This helps children to develop secure emotional attachments and feel safe in the setting.

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Children's welfare and wellbeing Expected standard

The childminder supports children to learn about healthy lifestyles through daily routines, physical activity, healthy eating and discussions about making safe choices. Children enjoy growing their own vegetables, and the childminder provides opportunities for them to take vegetables home to share with their families. She places a strong emphasis on daily fresh air and exercise. Children enjoy visits to the local donkey sanctuary and community play park. These experiences help children to develop an increasing understanding of healthy lifestyles and the world around them.

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Children's welfare and wellbeing Expected standard

The childminder supports children to recognise, express and manage their emotions. For example, she encourages children to persevere when a tower they are building falls over. As a result, children are beginning to develop resilience and confidence when faced with challenges.

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Children's welfare and wellbeing Expected standard

The childminder works closely with parents to support children to explore a wider range of foods and gradually experience new tastes and textures. She establishes routines that support children's individual needs and help them participate in daily activities with confidence. As a result, children generally develop the independence skills they need for their next stages of learning.

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Curriculum and teaching Expected standard

The childminder reflects on her practice to improve outcomes for children. Since registration, she has identified that planned themes and activities do not yet consistently meet the developmental needs and interests of younger children. As a result, younger children do not always benefit from experiences that fully support their engagement and learning. The childminder has recognised this area for development and has begun reviewing her planning to ensure activities are more closely matched to children's ages and stages of development.

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Curriculum and teaching Expected standard

The curriculum provides children with broad experiences across all areas of learning. The childminder places a strong emphasis on communication and language, physical development and personal, social and emotional development as foundations for future learning. Children benefit from daily outdoor experiences, gardening activities, role play and community outings. They also have regular opportunities to develop their independence and self-care skills.

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Curriculum and teaching Expected standard

The childminder supports children's language development by introducing new vocabulary during play and exploration. For example, she introduces words such as 'sun tomato' and 'red admiral' when children explore the garden. Children also enjoy solving problems, such as working out how much water to add to sand to create the right consistency for play.

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Curriculum and teaching Expected standard

The childminder's secure knowledge of child development helps her to assess what children know and can do. She uses this information to identify next steps in learning and to support children's readiness for school. For example, when assessments identify that children need further support with independence or communication, she plans opportunities for them to practise these skills during everyday routines and play. She works closely with parents to provide a consistent approach. As a result, children typically develop the skills they need to communicate their needs, manage personal care, interact positively with others, make healthy choices and engage confidently in learning.

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Inclusion Expected standard

The childminder generally supports children's individual needs well and works closely with parents and carers to identify and meet those needs. She regularly observes children, reviews their progress and uses this information to plan appropriate support and experiences. She takes thoughtful steps to reduce barriers to learning through inclusive practices. For example, she helps children develop confidence and communication skills through small-group experiences, library visits and sing-and-sign sessions. She also works with parents to provide additional opportunities to develop children's vocabulary and language skills through conversations, sensory play and shared reading.

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Inclusion Expected standard

Children's progress is monitored through ongoing observations and regular reviews. The childminder uses what she knows about children's development to identify any emerging needs and adapt her provision accordingly. As a result, children typically make good progress in their communication, confidence, independence and engagement in learning.

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Inclusion Expected standard

Parents are actively involved in discussions about their children's progress and next steps. The childminder shares relevant information with other settings to help support children when they move on.

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Inclusion Expected standard

The childminder recognises when children may benefit from additional support and knows how to seek advice from other professionals when required. For example, she has developed positive working relationships with the community health visiting team.

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Inclusion Expected standard

Training, professional development and her teaching background support her understanding of child development and inclusive practice.

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Inclusion Expected standard

The childminder demonstrates a clear understanding of how she would work with external agencies and implement targeted support for those facing barriers to learning and disadvantaged children, should this be required.

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Leadership and governance Expected standard

The childminder demonstrates a clear understanding of the setting's strengths and areas for development. Since registration, she has continued to review and develop her provision to support children's learning experiences. For example, she has created a butterfly garden and vegetable patch to increase opportunities for children to learn about nature and the environment. Children enjoy caring for plants and observing changes over time, which helps them to develop their understanding of the natural world.

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Leadership and governance Expected standard

The childminder engages in professional development to strengthen her practice and keep her knowledge up to date. She reflects on training and guidance to help inform improvements to her provision. This generally supports her ability to meet children's needs and promote positive outcomes.

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Leadership and governance Expected standard

She works closely with other professionals, such as local schools and the health visiting team, to share relevant information and seek advice when needed. This helps to promote continuity in children's learning and supports a coordinated approach to meeting their individual needs.

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Leadership and governance Expected standard

The childminder values parents and carers as partners in their children's learning. She regularly shares information about children's experiences, achievements and next steps and encourages them to contribute information about learning at home. This helps to build a consistent approach to supporting children's development.

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Leadership and governance Expected standard

Parents report that their children have made good progress since joining the childminder's care and speak positively about the support she provides. They particularly value the communication they receive and the welcoming relationships she develops with families.

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

Children are welcomed to the childminder's home where she creates a safe and appealing environment where children feel valued. Children are nurtured and encouraged by the childminder to confidently explore the resources in her home. They thoroughly enjoy exploring the garden where they look for birds and pick tomatoes which they have grown themselves.

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

Children typically benefit from clear expectations and familiar routines which support their emotional wellbeing and sense of security. This is complemented by the childminder's robust safeguarding procedures and daily safety checks of the premises that support children's safety.

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

Children form strong friendships with each other and the childminder. Familiar routines, such as greeting each other on arrival, support children's sense of belonging. Children develop positive social skills, supported by the childminder's approach to adapting activities and the environment to facilitate this. Children who are quieter build confidence through carefully planned small-group experiences, such as reading stories, outings to local farms and supported interactions. Children demonstrate increased confidence and make good progress from their starting points.

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

Children enjoy learning new things, such as spotting different types of birds in the garden, sorting bricks into various containers and mixing water and sand to make different consistencies.

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

Children benefit from the childminder's knowledge of their individual needs, interests and personalities. Children remain engaged in their play as the childminder follows their interests and extends their thinking through purposeful conversations and questioning. Children deepen their learning through these positive interactions.

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

Children achieve well from their individual starting points and gain a range of skills to support them in the next stage of their learning. The childminder regularly assesses children's learning to identify strengths, interests and next steps. She uses this information to provide support and ensure children continue to make progress across all areas of learning. For example, she has successfully supported children to develop greater confidence, stronger communication skills and improved independence.

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Next steps

The childminder should continue reviewing planned themes and activities to ensure they remain closely matched to children's ages, stages of development and emerging interests, helping to further promote sustained engagement in learning. The childminder should strengthen the implementation of clear and consistent routines and expectations throughout the day, so that all children understand what is expected of them and can fully participate in learning experiences and activities.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 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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About this inspection

The inspector spoke with the childminder, children 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 for children's learning, development and care, known as the early years foundation stage.

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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