Childminder

Childminder

Unique reference number (URN): EY302718 Registered with Ofsted: 08/04/2005 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 generally achieve well across the areas of learning and development. They show curiosity, enjoyment and increasing independence as they explore resources and participate in activities. Younger children who are developing early communication skills usually make steady progress through modelling, repetition and visual support. Older children demonstrate confidence in expressing ideas, initiating play and engaging in conversations with adults and peers.

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Achievement Expected standard

Children make progress in their physical development. They move confidently around the environment, access resources independently and manage self-care routines such as feeding themselves at snack and lunchtime. Children's social development is also positive. They build friendships, cooperate with routines and respond well to guidance when resolving disagreements.

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Achievement Expected standard

Children are keen to share what they notice and talk about their experiences. At times, opportunities to build on these moments are missed, so children are not always encouraged to explain their ideas or think more deeply.

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Behaviour, attitudes and establishing routines Expected standard

Children usually demonstrate positive behaviour and attitudes. They respond well to the calm, consistent approach used by the childminder and assistant, and they generally understand expectations within the setting. Routines, such as sitting on cushions for story time, washing hands and using visual timetables to understand what will happen next, help children feel secure and support their developing independence.

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Behaviour, attitudes and establishing routines Expected standard

The childminder usually manages behaviour effectively. When disagreements occur, she remains calm, offers alternatives and helps children resolve conflict positively. Children often respond well to this guidance and return to play quickly. Attendance is monitored and promoted through positive relationships with families. Parents report that their children enjoy attending and feel safe. Overall, routines and relationships support children's developing confidence and readiness for future learning.

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Behaviour, attitudes and establishing routines Expected standard

Children's attitudes to learning are generally positive. They show curiosity, engage in activities for sustained periods and demonstrate pride in their achievements. They usually participate confidently in group experiences, such as movement activities and story time, and they initiate their own play with increasing independence.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is monitored and promoted through positive relationships with families. Parents report that their children enjoy attending and feel safe. Overall, routines and relationships support children's developing confidence and readiness for future learning.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported well. The childminder provides a caring and nurturing environment where children feel safe and valued. She knows the children closely and responds sensitively to their needs, offering reassurance when required and celebrating their achievements. Children show confidence in seeking comfort from the childminder and assistant, and they demonstrate pride when sharing what they have created or discovered.

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Children's welfare and wellbeing Expected standard

Healthy routines are promoted throughout the day. The childminder works with parents to encourage balanced diets and shares information about meals and snacks. Children learn about oral health through planned activities, such as exploring toothbrushes and talking about how to keep teeth clean. Daily routines help children develop self-care skills. They wash their hands before eating, feed themselves at snack time and independently access resources, contributing to their growing confidence.

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Children's welfare and wellbeing Expected standard

Children's emotional wellbeing is supported through consistent routines and positive relationships. The environment reflects children's identities through family photos and cultural celebrations, helping them feel recognised and included.

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Children's welfare and wellbeing Expected standard

Children are developing confidence and a positive sense of self. However, the language used to describe their abilities does not always reinforce how capable they are becoming.

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Curriculum and teaching Expected standard

The childminder usually provides a well-organised curriculum that supports children's communication, physical development and readiness for school. She plans experiences that build on children's interests, such as observing caterpillars and butterflies, and incorporates regular outings to parks, libraries and nature areas. These experiences help children develop curiosity and broaden their understanding of the world.

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Curriculum and teaching Expected standard

Teaching is generally effective. During story time, the childminder uses intonation and expression to engage children, and they usually listen with interest. Older children demonstrate familiarity with stories and confidently retell parts using their own words. Overall, the childminder models language throughout the day and encourages children to repeat words, supporting early communication. Children's physical development is promoted through movement activities, independent access to resources and opportunities to practise self-care during snack and mealtimes.

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Curriculum and teaching Expected standard

The curriculum is inclusive and adapted to meet children's needs. Visual prompts, routines and modelling help younger children understand expectations and participate successfully. The childminder works with parents to support behaviour, attention and healthy routines, including guidance on screen time and oral health.

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Curriculum and teaching Expected standard

Questions, during stories and spontaneous experiences, are not consistently open ended. As a result, children are not always encouraged to explain their ideas, make connections or think more deeply.

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Inclusion Expected standard

The childminder usually demonstrates inclusive practice that supports all children to participate fully in the setting. She monitors children's progress and works with parents to agree next steps, sharing information regularly so that support is consistent at home and in the setting. The childminder shows secure understanding of how to identify concerns, make referrals and work with external agencies. She describes previous experience of liaising with professionals and attending network meetings to strengthen her practice.

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Inclusion Expected standard

Children who are developing communication and language skills are generally supported well. The childminder uses visual timetables, modelling and repetition to help children communicate their needs. She also works closely with parents, sharing strategies and encouraging consistency at home. For children with English as an additional language, she usually learns key words from families and uses books and pictures to support understanding.

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Inclusion Expected standard

The environment reflects diversity and helps children feel represented. Family photos are displayed, cultural celebrations are incorporated into activities and parents contribute information about traditions and experiences. This helps children develop a positive sense of identity and belonging.

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Inclusion Expected standard

Overall, inclusive practice is usually effective, and children are supported to access the curriculum and routines confidently.

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Leadership and governance Expected standard

Leadership and governance are generally effective. The childminder has reflected on the previous inspection and taken steps to improve her practice, including attending training, working with the learning development officer and reviewing behaviour strategies. She demonstrates a commitment to ongoing improvement and responds positively to professional advice. Parents confirm that communication is effective and that they receive regular updates about their children's development.

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Leadership and governance Expected standard

Overall, the childminder maintains appropriate oversight of the curriculum and teaching. She plans experiences based on children's interests, monitors their progress using recognised guidance and works with parents to support children's next steps. She understands how to identify concerns about children's development and seek support from external agencies when required. Professional development has had a positive impact on practice. Recent training has strengthened her understanding of behaviour support, early communication and the importance of consistent routines.

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Leadership and governance Expected standard

The childminder supports the wellbeing of any assistants who work with her through regular discussions. She considers workload, provides opportunities for assistants to raise concerns, and identifies training needs to ensure they remain confident in their roles. The childminder keeps her knowledge of legislation and statutory responsibilities up to date. She ensures that children are appropriately supervised and that the environment remains safe. Overall, leadership is steady and reflective, with a clear 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 experience a warm, welcoming and well-organised environment where they feel secure and valued. They arrive confidently and settle quickly, showing positive relationships with the childminder and assistant. Throughout the day, children demonstrate a clear sense of belonging. They move comfortably between activities, seek reassurance when needed and show pride in their achievements. Parents describe the setting as clean, organised and supportive, noting that children make progress. Children attend regularly and parents understand the importance of informing the childminder about absences.

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

Children respond positively to familiar routines, which help them understand expectations and develop independence and confidence. They enjoy a variety of experiences that promote curiosity and learning, such as observing the life cycle of butterflies and exploring outdoor spaces.

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

Children's social development is promoted well. They play alongside one another, share resources with support, and respond well to calm guidance when disagreements occur. The childminder helps children resolve conflict by offering alternatives and modelling positive behaviour. Children's uniqueness is valued. Family photos are displayed, cultural events are celebrated and parents contribute information about home languages and traditions. This helps children recognise themselves in the environment and supports their developing identity.

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

Children achieve well from their starting points. Younger children who are developing early communication skills are supported through modelling, visual prompts and opportunities to repeat language. Older children show confidence in expressing ideas and initiating play. Across the day, children demonstrate enjoyment, curiosity and growing independence, contributing to a positive experience through which they thrive.

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Next steps

The childminder should extend children's learning further by consistently using open ended questions during stories and spontaneous moments, to deepen language and critical thinking. The childminder should refine the language used when describing children, so that it reflects their developing confidence and skills, helping them build a positive sense of identity.

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About this inspection

The inspector spoke with the childminder, her assistant, 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.

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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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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.

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Urgent improvement

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

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 .

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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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