Childminder

Childminder

Unique reference number (URN): 2809818 Registered with Ofsted: 25/06/2025 Registers: EYR

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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

All children progress well from their starting points. Children who face barriers to learning thrive. Children have emerging needs and gaps in their learning supported. The childminder works in partnership with parents to help children receive the right help at the right time. As a result, all children, including those with sensory needs or physical challenges, are capable learners and achieve well.

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Achievement Strong standard

Children's communication and language skills soar. Children eagerly repeat new words they hear and use them in context to grow their understanding and familiarity of them. For example, as older children learn the names of dinosaurs, children learn about the physical features of each one. Children amaze the childminder as they recall prior learning and tell her: 'This one has a long and complicated name, a pachycephalosaurus. He uses his head as a battering ram to crash things out of his way.' Children delight as the childminder praises their knowledge, and this motivates them to further develop their knowledge.

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Achievement Strong standard

Children develop number representation skills as they enjoy showing the number of animals in a song on their fingers. Older children enjoy ordering numerals 1 to 7 and show confidence and skill as they do this.

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Achievement Strong standard

Children develop positive attitudes to learning and are well prepared for their next stage of learning. Children learn to view transitions as exciting and positive. On outings in the local area, children enjoy passing the nursery and school they are moving on to. This builds interest and intrigue in their next learning environment. Children develop social and emotional skills that will support them for a life full of learning. Children experience activities that build on and extend their interests. This best promotes engagement and achievement.

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Behaviour, attitudes and establishing routines Strong standard

Children's social skills grow well. The childminder has high aspirations for children's learning and behaviour and children respond well to the established routines and expectations in place. These provide children with familiarity and build their confidence so they can thrive in the setting.

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Behaviour, attitudes and establishing routines Strong standard

The childminder teaches children to share and take turns with each other and develop positive relationships that are respectful. The childminder builds strong bonds with children and these help her learn their characters and interests well. She can adapt her interactions so that children learn to regulate their emotions with her support and develop their understanding of the effects of their choices on other's feelings. Children show kindness, care and thoughtfulness towards their friends that far exceed age and stage expectations.

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Behaviour, attitudes and establishing routines Strong standard

The childminder prioritises attendance and punctuality. She speaks regularly with parents about the positive attitude to learning that children develop when they attend regularly. The childminder makes swift contact with parents if a child does not attend as expected, so that she can support families and children can return to her care once well again.

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Children's welfare and wellbeing Strong standard

Children thrive in the care of this passionate, knowledgeable and inclusive childminder. Children develop a secure sense of belonging. The childminder supports parents well to develop their confidence and skills in establishing effective sleep routines at home by working together and being consistent in approach.

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Children's welfare and wellbeing Strong standard

The childminder knows the children exceptionally well and tailors care practices to meet individual needs, promoting children's sense of security and support. Children show strong attachment to the childminder and seek her out for reassurance, comfort and help as they need. This helps children's independence to develop well as their emotional confidence soars. Children develop an understanding of their own and others' feelings. The childminder models kindness, helpfulness and an understanding of others, and children follow her example well.

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Children's welfare and wellbeing Strong standard

Children develop healthy habits for life. They learn the importance of spending time in the fresh air and regular physical activity. They eat a balanced diet and drink water regularly in all weathers, but even more so on hot days. Children learn the benefits of restorative naps as the childminder emphasises how much more energy children will have for more fun once they are rested. Routines for naptime are embedded and effective and children sleep soundly almost immediately. The childminder follows government guidance on sleep to promote high-quality, safe sleep, with regular physical checks and appropriate bedding. The childminder promotes good hygiene, and these practices are embedded.

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Curriculum and teaching Strong standard

The childminder models vocabulary consistently throughout the day. She speaks clearly and carefully and checks that children understand what is being asked of them. This helps build children's range of language and comprehension skills. Children follow instruction well and listen intently when the childminder asks them to do something, such as finding their own sleep mat and laying down still to help cool their bodies on a warm day. Even very young children follow 2-step instructions correctly. Children show consideration of others as they pat their friend's mat and say their name so that they can settle too.

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Curriculum and teaching Strong standard

The childminder builds children's understanding of early mathematical concepts through all activities and outings. For example, as children enjoy walks in the local community, the childminder speaks with them about the size of vehicles, numbers on houses and the heights of flowers and trees.

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Curriculum and teaching Strong standard

The childminder accurately assesses what children know and can do and uses assessment to plan children's next steps and target teaching. She is responsive as children play and extends learning in the moment. For example, as children enjoy looking at books with tabs and levers and they detach from the book, the childminder immediately reassures them and models how to gently lift or turn book flaps to reveal the images underneath. Children then thoroughly enjoy practising this skill as they continue to enjoy the book.

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Inclusion Strong standard

The childminder demonstrates a robust commitment to inclusion. She has monitoring procedures in place that are effective in helping her quickly recognise when children's development is not typical and when they may benefit from early help. The childminder reduces potential barriers to learning well. She is proactive in communicating with parents and outside professionals to ensure children receive the right help at the right time.

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Inclusion Strong standard

The childminder uses her in-depth knowledge of birth to 5 development to build a curriculum that promotes progress and achievement. She takes swift action to reduce children's barriers to learning. The childminder works in positive partnership with parents to ensure consistency in care and build a shared understanding of children's development. She works closely with external professionals, such as health visitors, and uses these local services well to provide targeted teaching for children to close any gaps in their learning. When the childminder has additional funding, including early years pupil premium, she uses it strategically to enhance the experiences of children in receipt of it. For example, children needing support with core strength and gross motor skills use trikes purchased to aid development. This improves outcomes for disadvantaged children.

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Inclusion Strong standard

The childminder has well-established teaching methods that are inclusive and help all children achieve. For example, she routinely uses signing to provide all children with a means of communicating their needs with ease. All children use signing with confidence and skill. The childminder provides all children with a rich range of first-hand learning experiences that promote engagement and progress.

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Leadership and governance Strong standard

The childminder is reflective and has a clear understanding of the strengths of her setting and areas for further development that will enhance the learning experiences of children attending. The childminder has successfully enhanced opportunities for the children in her care and developed a well-regarded provision. For example, the outside garden has been carefully thought through so that children have opportunities for planting, exploring and caring for the chickens. Decisions are made in the best interests of children, with a clear focus on meeting their individual needs and promoting their wellbeing. The childminder manages her workload effectively, maintaining an organised and sustainable approach. Demand for places is driven largely by positive recommendations from parents. The childminder engages constantly with professional training to further her already strong practice. For example, recent training on building healthy brain development by promoting

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Leadership and governance Strong standard

play has boosted the childminder's confidence in what she offers children. This has had a positive impact on the care and learning she provides.

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Leadership and governance Strong standard

The childminder works cohesively with her assistant and ensures that they are consistent in their approach to promoting learning and development. The childminder is mindful of her assistant's workload and wellbeing and prioritises building a team approach, valuing each other's ideas and expertise. This results in a harmonious environment for children to play and learn. The childminder and her assistant know their key children and families well and have built trusting, respectful relationships with them that best support children to thrive. Parents speak with real conviction about the high-quality learning experiences their children receive. These partnerships further support continuity of care and positive outcomes for all children.

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

Children are happy and content. The childminder has routines in place to support children's confidence and independence to grow. They choose favourite stories to read and sit together quietly, looking at pictures. Children thrive in this nurturing and inclusive setting. They clearly feel safe and are keen to learn. Children are motivated learners. They are curious and excited by each new activity. For example, children delight in spraying water on dinosaurs trapped in ice. They persevere well as they strengthen finger muscles to make water spurt from the bottle. Children recognise that a new strategy may free the dinosaurs quicker, and enjoy hammering ice off in chunks. The childminder speaks with children about tapping gently. Children learn to keep themselves and others safe as they learn to tap the ice lightly so that they do not hurt the dinosaurs inside or their friends with flying ice chips.

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

The childminder has well-established routines in place that help children feel a strong sense of belonging. Very young children concentrate well and engage in activities for sustained periods. For example, when taking part in a music activity, children enjoy tapping sticks along to rhymes. They show listening and attention skills beyond those expected for their ages and stages. Children copy actions modelled clearly by the childminder and giggle at each new instruction. Children tap slow, fast, up and down. They beam with enjoyment and satisfaction in their efforts.

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

Children play collaboratively, sharing resources and showing kindness and care to one another. They demonstrate trusting, respectful interactions with friends and the childminder, and this supports them to thrive and view her learning and care positively.

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

All children progress well from their starting points in all areas of the curriculum. Their communication and language skills flourish as they confidently share their thoughts and ideas with friends as they play. Children's early literacy skills grow as they enjoy taking part in shared story times with the childminder. They show high levels of interest in the pictures, and older children ask questions as stories are read to clarify their understanding. Children excite at participating in singing sessions and show confidence in songs they are familiar with. Children animatedly show actions and this helps build focus and involvement in the activity.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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 sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged learners, those with special educational needs, those who are known (or have previously been known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder, assistants, parents 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 10 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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