Childminder

Childminder

Unique reference number (URN): 2831070 Registered with Ofsted: 29/03/2025 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 make strong progress from their individual starting points and confidently apply what they have learned in meaningful situations. The childminder has high expectations for all children and skilfully develops their independence alongside their knowledge and understanding. For example, children independently apply sun cream, collect their hats and explain they need these because the weather is hot, demonstrating that they understand how to keep themselves safe.

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Achievement Strong standard

At mealtimes, children confidently pour their own drinks, make choices about their food, where appropriate, and help to complete tasks. They consistently use excellent manners, engage in conversation and show respect and consideration for others.

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Achievement Strong standard

Children also recall previous learning well. During story time they confidently retold 'The Very Hungry Caterpillar', using vocabulary, such as 'cocoon' and linking this to the real caterpillars they are currently observing. As a result, children remember what they have learned, apply their knowledge in different contexts and develop the confidence, independence and skills they need for the next stage in their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder expertly supports children's emotional wellbeing. For example, when a child became emotionally overwhelmed, she quickly recognised their individual needs and used effective calming strategies to help them regulate. As a result, the child felt safe and secure, quickly settled into the provision and engaged positively in learning.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate positive attitudes towards learning and routines. They show growing independence, empathy and emotional awareness. Children support one another naturally and understand behavioural expectations, contributing to a calm, purposeful and inclusive environment.

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Behaviour, attitudes and establishing routines Strong standard

Children consistently demonstrate kindness, patience and respect towards one another. During circle time, they help their peers find their names, wait patiently while others' care needs are met and naturally support children with barriers to learning. As a result, children develop empathy, positive relationships and a strong sense of belonging.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate an excellent understanding of the daily routine. They independently tidy away resources, wash their hands before meals, register themselves during circle time and prepare for transitions with minimal support. As a result, routines are embedded, children know what is expected of them, and they move confidently between activities.

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Behaviour, attitudes and establishing routines Strong standard

Attendance procedures are robust and contribute effectively to children's safety and wellbeing. The childminder monitors attendance daily and follows up absences promptly with parents. She sets expectations on attendance during induction, which are followed by parents and carers. Should absences become prolonged or concerns arise, the childminder knows to take appropriate action, including contacting external agencies, such as the multi- agency safeguarding hub, to help ensure children remain safe and supported.

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Children's welfare and wellbeing Strong standard

The childminder promotes children's health and wellbeing through meaningful experiences that extend beyond the setting. For example, she arranged a visit to a local dentist, where children learned about oral health and the impact of prolonged dummy use. She then reinforced this learning through role play and practical activities within the provision while supporting parents to access dental care. As a result, all children are registered with a dentist, attend regular check ups and demonstrate a secure understanding of how to care for their teeth, supporting positive lifelong health habits.

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Children's welfare and wellbeing Strong standard

The childminder places a strong emphasis on healthy eating. She prepares nutritious home- cooked meals, understands each child's individual dietary requirements and uses mealtimes as positive social experiences. She supervises the children during mealtimes effectively and sits with them throughout, as a result, children are kept safe. Children are encouraged to make choices, develop independence and engage in meaningful conversations. As a result, children develop healthy eating habits, positive social skills and an understanding of healthy lifestyles.

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Children's welfare and wellbeing Strong standard

Children confidently manage many aspects of their personal care. They independently wash their hands after using the toilet, apply sun cream, dress appropriately for the weather and understand why these routines are important. For example, children explain that they wear sun cream and hats because it is hot and these help to protect them from the sun. As a result, children develop the knowledge, confidence and independence to make healthy choices and care for their own wellbeing.

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Curriculum and teaching Strong standard

The childminder uses narration throughout the day that is rich in purposeful language, she uses language skilfully to extend children's vocabulary and support those with barriers to learning. For example, when a child makes sounds to communicate, she responds using the correct words and phrases. As a result, children develop their communication skills and confidence.

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Curriculum and teaching Strong standard

The curriculum is carefully sequenced to ensure children revisit and extend their learning through purposeful lived experiences. For example, after exploring toy farm animals within the setting, children visit a local farm to consolidate and deepen their understanding in a real-world context. As a result, children make meaningful connections between new and previous learning, strengthening their understanding and supporting long-term retention of knowledge and vocabulary.

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Curriculum and teaching Strong standard

The childminder embeds mathematical language throughout daily routines and play. For example, during mealtimes, children count the number of plates and cups required and match these to the number of children present. Through effective modelling and questioning, children develop their understanding of counting, quantity and problem-solving. As a result, mathematical knowledge is reinforced through purposeful, everyday experiences, enabling children to confidently apply and build on their learning. The childminder has a strong knowledge of what children can do and what they need to do next. She links new experiences to children's existing knowledge and interests, ensuring learning is progressive and meaningful. As a result, children continually build on what they already know and can do, developing the confidence, independence and motivation needed to become successful learners.

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Inclusion Strong standard

Children with barriers to learning are identified early and supported well. The childminder works closely with parents and professionals to secure timely support and prepare children with special educational needs and/or disabilities for their next stage of learning. As a result, children make strong progress and are well prepared for their transition to their next setting.

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Inclusion Strong standard

The childminder knows the children well and adapts her teaching to meet their individual needs. For example, children who need extra support with self-feeding are helped to become increasingly independent over time.

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Inclusion Strong standard

The childminder works closely with families, particularly those facing additional challenges, fostering strong relationships and effective information-sharing with external agencies. As a result, barriers to learning and development are identified early and families receive timely support.

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Inclusion Strong standard

The childminder carefully adapts her communication strategies to meet children's individual needs. For example, she uses familiar objects to help children understand routines and communicate their needs. As a result, children communicate effectively despite their barriers to learning.

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Inclusion Strong standard

Prior to children starting, the childminder gathers comprehensive information from parents and combines this with her own observations to establish accurate starting points and baseline assessments. These are reviewed regularly and shared with parents, creating a highly effective two-way partnership that informs ongoing assessment and next steps. Teaching is precisely tailored to children's individual needs. As a result, children make consistently strong progress and families remain fully engaged in their child's learning and development.

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Leadership and governance Strong standard

The childminder is highly reflective and continually seeks ways to improve outcomes for children. Her professional development is purposeful and directly linked to the needs of the children she cares for. For example, she has completed targeted training to strengthen her communication strategies and better support children with special educational needs and/or disabilities. She evaluates the impact of this training and adapts her practice to meet children's individual needs. As a result, children receive highly effective support and make strong progress.

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Leadership and governance Strong standard

Partnerships with parents and professionals are strong. The childminder maintains regular two-way communication through daily updates, termly progress summaries and shared assessments, ensuring parents are fully involved in their children's learning. She also works proactively with external professionals, and other settings children are attending, sharing detailed information to promote continuity of care and learning. As a result, children benefit from consistent approaches across home, the setting and other agencies, supporting positive outcomes and smooth transitions.

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Leadership and governance Strong standard

The childminder establishes highly effective relationships with families and acts as a trusted source of support. Parents describe the difference her guidance has made, not only to their children's progress but also to the wider family. This collaborative approach enables families to access appropriate services, contribute fully to children's learning and provides children with consistent support across home and the setting, resulting in improved outcomes.

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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 flourish in this warm, nurturing and highly ambitious environment, where they feel safe, valued and confident to explore. They develop strong, trusting relationships with the childminder, who knows them well and responds sensitively to their individual needs, interests and stages of development. As a result, children demonstrate high levels of emotional security, resilience and independence.

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

Children are curious, motivated learners, who eagerly engage in rich and meaningful experiences that build on what they already know and can do. They confidently make choices, solve problems and persevere with challenges, supported by skilful interactions that deepen their thinking and extend their language. Children are respectful of one another, behave well and show kindness, empathy and consideration throughout the day.

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

Children develop an excellent understanding of how to keep themselves healthy and safe and become increasingly independent in managing their own care needs. Those with additional needs receive highly individualised support that enables them to participate fully, make excellent progress and experience a strong sense of belonging. Parents are genuine partners in their children's learning and wellbeing, ensuring children benefit from consistent support, both at home and within the setting.

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

Children with barriers to learning are identified early and supported well. The childminder works closely with parents and external agencies to ensure targeted support and effective next steps, preparing children well for their next transition.

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

Language is rich and woven throughout the day, the childminder consistently narrates play, introduces the children to new words and extends words beautifully. As a result, children have excellent communication skills, are active learners and have the confidence and ability to thrive within this provision and beyond. The childminder promotes the importance of regular attendance, helping children feel secure, build positive routines and thrive within the setting.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of children.

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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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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. 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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