Childminder

Childminder

Unique reference number (URN): 2805709 Registered with Ofsted: 29/11/2024 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

Children typically make good progress from their starting points. They are developing skills that are age-appropriate. For example, older children demonstrate increasing independence as they confidently put on their shoes and coat when going into the garden. All children, including those who face barriers to their learning, make progress from their starting points. Children make connections in their learning and confidently use language to describe what they notice. For example, during a creative activity, children say 'this shell is pink, like my t shirt'. This demonstrates children's growing awareness of similarities. Children show pride in their achievements and enjoy sharing their creations with others.

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Achievement Expected standard

Where gaps in children's learning and development are identified, they are addressed promptly through targeted strategies and close partnership with parents and professionals. Children develop the essential knowledge and skills needed for their next stage of learning. They follow the routine consistently well by listening to instructions and following the routine. Children understand how to share resources and wait their turn during activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a positive and nurturing environment where children feel safe, secure and valued. Children develop warm and trusting relationships with her and confidently seek reassurance, support and conversation throughout the day. Children are generally calm, settled and engaged in their play and learning. The childminder has high expectations for children's behaviour. There are clear rules within the setting, which children follow well. The childminder supports children appropriately to learn how to collaborate and get along with others. She helps children resolve minor conflicts calmly through clear explanations about sharing, turn-taking and respecting one another's feelings. As a result, children develop confidence and behave well.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes thoughtful routines support children to understand the sequence of the day, including tidying up before moving on to new activities. However, at times, children are offered too many choices or activities that are not fully followed through. This can make it harder for them to anticipate what will happen next and can affect how well they stay focused.

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Behaviour, attitudes and establishing routines Expected standard

The childminder develops positive partnerships with parents and families, who understand the importance of routines and regular attendance in helping prepare children for the next stage in their learning, including school.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported well. The childminder has developed warm and trusting relationships with children. She has established consistent routines that enable children to anticipate what is happening next. Children develop a sense of belonging as they hang up their belongings upon their arrival. The childminder encourages children's independence through daily routines. Children learn to manage their personal care needs independently, including toileting, handwashing and dressing themselves.

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Children's welfare and wellbeing Expected standard

The childminder ensures that children access regular opportunities for physically active play throughout the day. She supports children to develop an awareness of their own safety, including how to use garden equipment safely. For example, she asks children to make 'safe choices' when playing. Allowing them to develop resilience through controlled risky play opportunities. Children benefit from healthy snacks and nutritious meals. The childminder sits with them during mealtimes, offering close supervision and warm conversation that supports their social development. She works closely with parents to encourage healthy lunch box choices.

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Children's welfare and wellbeing Expected standard

Children are supported to recognise and understand their feelings. The childminder encourages children to persevere when faced with challenges. For example, children are prompted to use the picture as a guide when completing a jigsaw puzzle, helping them to identify the correct pieces. Older children demonstrate caring and nurturing behaviour towards younger children, helping them to feel safe, secure, and confident.

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Curriculum and teaching Expected standard

The childminder provides a broad and balanced curriculum across all 7 areas of learning. She has a clear understanding of what each child knows and can do. This allows her to identify precise next steps that support children to make continuous progress from their starting points. The curriculum is thoughtfully designed and shaped around children's interests. The childminder ensures opportunities are highly inclusive and meets the age and stage of all the children at the setting. This helps to ensure that all children remain engaged and focused on their learning.

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Curriculum and teaching Expected standard

Activities are adapted well to meet individual needs. For example, younger children develop their physical skills as they explore sensory experiences. This helps children to develop curiosity as they explore the different textures. Ongoing assessments and checklists help the childminder identify gaps and plan next steps.

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Curriculum and teaching Expected standard

The childminder uses purposeful questioning and rich vocabulary to extend children's thinking. The childminder extends early mathematical knowledge through practical activities such as counting and sorting in everyday routines. For example, children are encouraged to count the different dinosaurs as they tidy them away. At times, however, the childminder limits children's opportunities to think and respond independently. Therefore, on some occasions children are not able to think for themselves of problem solve.

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Inclusion Expected standard

Children's individual needs are identified accurately from the outset. The childminder works well with parents and carers through detailed settling in discussions. She uses this information to form early assessments and consider the next steps to help children progress in their learning. The childminder identifies children's needs through close observation, ongoing assessment and regular communication with parents. Children who require extra support to overcome barriers to learning, generally benefit from targeted interventions. For example, when supporting children with special educational needs and/or disabilities, the childminder works closely with parents. She also works with external professionals, including speech and language therapists and health visitors. Together, they support children with emerging communication and interaction needs. Strategies are implemented swiftly and reviewed regularly. This helps to ensure all children make steady progress and

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Inclusion Expected standard

prepares them for their future learning.

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Inclusion Expected standard

The childminder reduces barriers to learning and wellbeing through inclusive practice. She adapts expectations, resources and support to meet children's individual needs. The childminder supports all children through calm and consistent care that helps them to feel secure and included. She has not had any children who have additional funding, but she shows awareness of how to support if needed.

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Leadership and governance Expected standard

The childminder has an appropriate understanding of the strengths of her provision and areas to develop further. She reflects on and evaluates her provision appropriately to identify ways to improve children's experiences further. The childminder works closely with parents and regularly shares information to support children's learning and development. She offers guidance, support and advice to ensure that children, including those with special educational needs and/or disabilities, benefit from consistent and continuous learning experiences between home and the setting.

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Leadership and governance Expected standard

The childminder communicates effectively with assistants to ensure children's individual needs and next steps are understood and supported effectively. She has regular supervisions to help the team reflect on their practice and to continue improving the experiences she provides for children. The childminder values professional development and encourages assistants to attend training and share new ideas. This helps to create a culture of teamwork and continuous improvement. The childminder ensures that any assistants complete all mandatory training, including safeguarding and paediatric first aid.

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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 at the childminder's warm and welcoming setting. The childminder knows children well and supports them to develop a sense of belonging. Children demonstrate they feel safe and secure, as they confidently explore the environment. They settle quickly into the familiar routines and build trusting relationships with the childminder. Younger and older children play together extremely well and confidently take part in a wide range of activities.

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

Children enjoy their learning and show curiosity as they move between activities. They show confidence in expressing their needs, preferences and ideas. They enjoy using the blocks to build 'grandma's house'. Children benefit from purposeful interactions helping them develop their communication skills. These experiences help children to develop their early mathematics and strengthen their physical skills.

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

Independence is woven through daily routines. For instance, when going out to play, children practise dressing skills as they attempt to put on their own shoes and coat. Older children confidently manage their hygiene routines, washing their hands after using the bathroom. Children enjoy regular outdoor experiences, including visits to the local parks, which help them understand the world around them. Outdoor activities further support children's physical development as they safely navigate the obstacle course in the garden.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday : 07:00 - 19:00

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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 increase opportunities for children to think, process and respond independently during learning. The childminder should further refine routines and reduce the number of choices offered to help children anticipate routines more consistently.

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About this inspection

The inspector spoke with the childminder and children 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 1 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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