Childminder

Childminder

Unique reference number (URN): 136449 Registered with Ofsted: 01/04/1996 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 make steady progress through the curriculum and develop skills over time, including forming friendships, engaging in conversation and becoming independent. They grow increasingly confident in expressing themselves, asking questions and taking part in meaningful interactions. This demonstrates effective development from their various starting points.

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Achievement Expected standard

The childminder supports children who face barriers to learning or wellbeing sensitively through routines and emotional coaching. Close partnership working with families and other settings ensures that any emerging difficulties do not hinder progress. Although there are currently no children with special educational needs and/or disabilities or known to social care attending the setting, the childminder demonstrates a proactive approach to identification, assessment and collaboration with external professionals where required. As a result, children are well prepared for their next stage of learning. They develop independence skills, emotional regulation and social confidence, all of which support a positive transition into school-based routines and expectations.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a warm environment that supports children to explore and develop relationships. The ethos is centred on kindness, wellbeing and mutual respect. While the childminder is continuing to support children's understanding of the behaviour expectations, this is not applied consistently, for example when they need additional support to negotiate the space around each other or when they need to share toys effectively.

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Behaviour, attitudes and establishing routines Expected standard

The childminder builds secure and responsive relationships. Their reassuring approach encourages children to seek guidance, express their needs and feel confident with the setting's routines. These supportive relationships enable the childminder to respond swiftly and sensitively to emotional needs, ensuring children feel safe and valued. The childminder supports collaboration and positive relationships through purposeful activities that require turn-taking, sharing and cooperative problem-solving. The childminder models language for resolving conflict, praising children when they show kindness or helpfulness and guiding them to recognise the impact of their actions.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes punctuality and attendance through regular communication with families, ensuring routines remain predictable and supportive of children's learning. The childminder considers each child's developmental stage, individual needs and personal circumstances when helping them meet the expectations of the routine, adapting support to ensure they are emotionally secure.

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Children's welfare and wellbeing Expected standard

The childminder provides practices that are thoughtful, sensitive and adapted to meet individual needs. They monitor each child's wellbeing and circumstances, recognising when factors, such as family changes or developmental differences, may create barriers to learning or emotional stability. When needed, the childminder adjusts the support accordingly, ensuring that children who may be at risk of delay receive additional reassurance, structure and guidance. Although no children currently have special educational needs and/or disabilities or are known to social care at the setting, the childminder demonstrates a clear understanding of how to work with external agencies where this becomes necessary. They drew on previous experience to reduce barriers and promote equal access to learning.

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Children's welfare and wellbeing Expected standard

Warm and responsive relationships are a strength of the setting. Children confidently seek comfort, share ideas and rely on the childminder as a trusted base, reflecting a level of emotional security. The childminder promotes physical development, personal safety and health through daily routines, such as food and snack times, independent hygiene tasks and daily walks. They use these opportunities for learning and developing self-care.

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Children's welfare and wellbeing Expected standard

The childminder carefully nurtures emotional development. They model language for feelings, support regulation through calm reassurance and use routines to help children express and manage their emotions effectively. The childminder tailors sleeping and feeding arrangements to the family preferences and children's individual needs, ensuring comfort, safety and continuity of care.

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Curriculum and teaching Expected standard

The childminder demonstrates a clear understanding of the quality of the curriculum and teaching, making thoughtful decisions that support continuous improvement. The childminder reflects on her practice and engages in ongoing professional learning. The curriculum is intentionally designed around children's interests, prioritising communication, emotional wellbeing and real-world experiences, such as nature walks and hands-on activities.

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Curriculum and teaching Expected standard

Language development is supported, with the childminder modelling vocabulary and introducing mathematical language, such as more and less, and counting during activities and play. However, the childminder does not always identify when to encourage children to learn new language or expand on what they already know to build on their vocabulary.

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Curriculum and teaching Expected standard

Children are developing a love of books and songs. They choose their favourite books and look at them independently or as a group and recall their favourite songs. The childminder knows the children well and adapts support to meet the needs of those who may face barriers, including children attending multiple settings or experiencing family difficulties. This includes working with others to ensure support. Assessment is used to check what children know and can do, helping the childminder adjust learning experiences so that each child progresses from their individual starting points.

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Inclusion Expected standard

Children are supported well at each level of development so that their needs are assessed and identified. The childminder takes the time to share information with other settings children attend and with families so that regular adjustments can be made. For example, when a child needs extra support due to family changes, the childminder understands that this could present a barrier to learning and is on hand to give extra support and guidance. Inclusive practices are seen at the setting because the childminder understands each child's level of need and developmental stage. She monitors children's progress and needs and adjusts her support accordingly. The childminder reflects and evaluates her practice to measure the impact. At the time of the inspection, there were no children attending with special educational needs and/or disabilities. However, the childminder demonstrates that she monitors children's progress and uses assessment to help ensure that all children are

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Inclusion Expected standard

making the best possible progress. The childminder also demonstrates that she is confident in her responsibilities to work with outside professionals, where this is needed.

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Leadership and governance Expected standard

The childminder is aware of and reflects on her own strengths and weaknesses. They prioritise improvements, such as their approach to relationships and children's wellbeing. The childminder's intent and vision reflect the ethos of kindness, emotional security and positive relationships. They demonstrate an understanding of their strengths, particularly in building trusting partnerships with families and supporting children's emotional development, while also identifying areas for improvement, such as their approach to inclusion and understanding the varied levels of children's communication skills.

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Leadership and governance Expected standard

The childminder makes decisions based on the best interests of children, especially those who may face barriers to learning or wellbeing. They work closely with other settings and professionals where needed and adjust routines and support to ensure accessibility and continuity. The childminder's approach to managing workload is realistic and reflective. The childminder openly discusses their capacity, personal circumstances and the importance of maintaining emotional wellbeing so that they are fully engaged with the children.

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Leadership and governance Expected standard

The childminder uses professional development so that it is purposeful and impactful. They are accessing regular training through childcare networks and seminars to strengthen their curriculum confidence and enhance their ability to articulate the rationale behind their practice, demonstrating commitment to ongoing improvement.

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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 feel cared for and develop a sense of belonging at this setting. Wellbeing and relationships are key to the childminder's teaching and learning approach. Children achieve well against their starting points and are supported through any barriers to learning they may have. Children show an enjoyment for learning and new experiences as well as learning new routines. For example, they eagerly engage in the new activities offered during the day but also recall and select favourite songs and rhymes.

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

Children practise independence and self-care skills, such as dressing, eating and wiping their own noses, with support from the childminder. Children regularly check in with the childminder during free play to help solve any problems they may encounter or when they need some emotional support. This means they experience a balance between being independent and being encouraged to do things for themselves, and they receive help and guidance when needed. Children benefit from the childminder's close relationships with their parents and carers, which enables them to share achievements, plan ways to support children and join up their ideas about how best to help children with next steps in their learning, such as potty training.

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

Children's uniqueness is valued and developed at their own pace so that they flourish. Children are supported in an age-appropriate way, such as being encouraged to share and turn-take in activities and being supported to regulate their emotions. The positive support they are given through these close relationships and care helps build on the foundation of their development to be ready for the next stage of their learning, including going to school.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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 strengthen her practice in identifying when to extend children's communication to further support their development. The childminder should implement a consistent approach to supporting children's behaviour to help them develop their understanding of boundaries and behaviour expectations.

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About this inspection

The inspector spoke to parents, 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 9 February 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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