Childminder

Childminder

Unique reference number (URN): 2808070 Registered with Ofsted: 21/10/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children make steady progress from their starting points. They develop secure early mathematical knowledge, confidently naming shapes and colours and counting during play, often extending this independently as they climb, sort or explore outdoors. Children's communication and language skills improve over time, supported by targeted interactions, consistent modelling and opportunities to join in with songs, stories and everyday conversations.

p.2

Achievement Expected standard

Children sustain engagement in play and show growing confidence as they explore the environment. They respond positively to praise, such as when recalling repeated lines from favourite songs and counting during play. They practise early literacy skills by identifying letter sounds in familiar words and showing interest in books and storytelling.

p.2

Achievement Expected standard

Children, including those with special educational needs and/or disabilities, make steady progress because activities are adapted to their interests and developmental stage, helping them to participate fully and achieve well. However, learning does not always build as sequentially as it could. This means that some opportunities to deepen knowledge and secure foundational skills are occasionally missed.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children thrive in a calm, predictable environment with clear expectations. The childminder promotes kindness and cooperation, modelling turn-taking and supporting children to manage frustration. Children respond positively to gentle reminders and enjoy celebrating their achievements, such as clapping when they complete a physical challenge.

p.2

Behaviour, attitudes and establishing routines Expected standard

Routines support children's emotional security. The childminder considers children's age and stage carefully, adjusting expectations when children need reassurance or quieter activities. She works with parents to understand changes in behaviour and to establish consistent approaches across home and the setting.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children show confidence in exploring the environment and returning to the childminder for comfort or shared enjoyment. They practise early social skills through interactions at playgroup and through small-group activities on busier days. Attendance is monitored closely, and the childminder follows up promptly on any unexplained absences to ensure children's welfare. Her approach helps parents understand the importance of regular attendance and consistent routines.

p.2

Behaviour, attitudes and establishing routines Expected standard

However, some aspects of practice are not yet fully consistent. While children benefit from clear expectations and warm relationships, the childminder does not always review how well routines support children's developing independence and social confidence. Strengthening how she evaluates the impact of routines will help ensure that expectations are applied consistently across the day.

p.2

Curriculum and teaching Expected standard

The childminder has a clear understanding of the curriculum she offers. She prioritises communication and language, early mathematics and children's personal, social and emotional development. Daily routines are planned to give children a balance of child-led exploration and adult-guided learning, including stories, singing, sensory play and opportunities to develop physical skills outdoors. Teaching is purposeful and responsive. The childminder uses everyday play to build children's vocabulary and mathematical understanding, such as naming shapes in the sandpit, counting steps up the slide or identifying fruit during water play.

p.3

Curriculum and teaching Expected standard

Assessment is woven naturally into interactions. The childminder checks what children know and can do and uses this to plan next steps. She uses children's interests to shape learning, such as incorporating favourite characters into messy play or choosing stories that encourage participation. The curriculum is coherent and adapted well to support all children, including those with special educational needs and/or disabilities. The childminder includes local playgroup sessions to strengthen social skills and confidence. This prepares children well for future learning.

p.3

Curriculum and teaching Expected standard

However, some aspects of curriculum are not yet fully consistent. While teaching is responsive and well matched to children's interests, the childminder does not always evaluate how effectively activities build on what children already know. This means that opportunities to deepen children's learning are sometimes missed. Strengthening how she reviews the impact of teaching will help ensure that children's knowledge and skills develop as sequentially as possible.

p.3

Inclusion Expected standard

The childminder identifies children's emerging needs promptly, understanding when children require additional support. She works closely with parents to understand children's experiences at home and uses this information to shape her approach. Children benefit from adaptations that reduce barriers to learning, such as modelling language and adjusting expectations based on children's age and stage of development.

p.3

Inclusion Expected standard

The childminder draws on her experience of working with individuals with special educational needs and/or disabilities to implement strategies that support communication and emotional wellbeing. She uses her understanding of child development to monitor progress and plan next steps. When concerns arise, she seeks advice from local partners and implements recommended approaches, ensuring that children receive support that is consistent across home and the setting.

p.3

Inclusion Expected standard

Children's progress is reviewed regularly, and updates are shared with families to support learning at home. The childminder's inclusive practice ensures that children feel valued, supported and able to participate fully. However, some aspects of her approach are not yet fully consistent. While she adapts activities well, she does not always review the impact of these adaptations in a structured way, meaning that changes are not always refined as promptly as they could be. Strengthening how she evaluates what is working will help ensure that support makes the best possible difference for children over time.

p.3

Children's welfare and wellbeing Needs attention

Children's welfare and wellbeing are not yet fully secure because safer eating guidance is not implemented consistently. During the inspection, food was provided in a way that did not align with safer eating expectations. Although the childminder supervises closely and understands general choking risks, her knowledge of current guidance is not fully secure, which means children's welfare is not protected as well as it should be. The childminder has reflected on this and is taking steps to update her policy and parent information so that expectations are clear and consistently applied. Strengthening her understanding of safer eating guidance will help ensure that children's welfare is fully protected. However, care practices are warm and responsive and support children's wider wellbeing effectively.

p.4

Children's welfare and wellbeing Needs attention

Children develop a secure sense of emotional wellbeing, seeking comfort and reassurance when needed and returning to the childminder as a safe base. Routines support children's physical safety, including close supervision during play, safe sleep practices and reminders about staying hydrated and cool in warm weather. Children learn about healthy choices through conversations about fruit, water and safe play outdoors. They show confidence in exploring the environment, knowing that the childminder will respond promptly to their needs.

p.4

Leadership and governance Needs attention

Children's welfare is not yet fully secured because the childminder has not implemented all policies consistently. The inconsistency in safe eating practice shows that knowledge of statutory guidance is not fully secure. This gap has a potential impact on children's safety and requires attention. The childminder has reflected on this and is taking steps to strengthen her understanding of safer eating guidance and to update parent information so that expectations are clear and consistently applied. This inconsistency in applying statutory guidance means that leadership and governance are not yet strong.

p.4

Leadership and governance Needs attention

The childminder is committed to providing a nurturing environment and demonstrates a clear understanding of her setting's strengths. She engages in regular professional development, including weekly webinars that have helped her enhance the learning environment. These sessions support her reflective practice and contribute to children's engagement and confidence.

p.4

Leadership and governance Needs attention

The childminder monitors children's progress closely and works effectively with parents to ensure that support is consistent across home and the setting. When concerns arise, she seeks advice from external partners such as local early years teams, using guidance to help children make progress. Wider community engagement, including a local playgroup, supports children's social development and confidence in new environments.

p.4

Leadership and governance Needs attention

Transitions are managed sensitively. The childminder prepares children for future learning through familiar routines and by helping them build confidence in new social situations, such as playgroup sessions and visits to the park. Her reflective approach and willingness to act on advice provide a strong foundation for improving consistency across all policies and strengthening the overall quality of care.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children's welfare and wellbeing are not yet fully secured because safer eating guidance is not implemented consistently. The childminder understands how to minimise choking risks and supervises children closely during meals, but this knowledge was not consistently demonstrated in practice. She has reflected on this and is taking steps to strengthen her understanding and implementation of safer eating guidance to ensure expectations are applied consistently.

p.5

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

Children experience warm, attentive care in this home-based setting. They form secure relationships with the childminder and show confidence in exploring the environment, moving freely between books, musical activities, messy play and outdoor learning. Children initiate shared moments of enjoyment, taking the childminder's hand to dance, showing her their play, or joining in enthusiastically with familiar songs and actions. They respond positively to her encouragement, sustaining engagement in activities such as bubble play, water play and climbing the slide.

p.6

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

Children benefit from a calm, predictable routine that helps them feel settled and secure. They develop independence through purposeful opportunities, including washing their hands using a step, choosing resources and tidying away toys with gentle guidance. The childminder reinforces hygiene routines through song and models safe use of equipment, such as closing the trampoline zip or climbing the slide steps carefully.

p.6

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

Children make clear progress from their starting points, particularly in their early communication, language and mathematical development. They recall familiar songs, name shapes and colours confidently, and count spontaneously during play. The childminder adapts activities to children's interests, using favourite characters in messy play and selecting stories that motivate them to join in. Attendance is monitored closely, and the childminder follows up promptly on any unexplained absences to ensure children's welfare. Her close partnership with parents supports children's emotional development and helps them feel secure, confident and ready for the next stage in their learning.

p.6

Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

p.6

Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following action by the assigned date:

p.6

Action Completion Date

improve her knowledge and understanding of current safer eating guidance and ensure this is consistently implemented 08/08/2026

p.6

About this inspection

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

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

6

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.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.9

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 .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9