Childminder

Childminder

Unique reference number (URN): 2792344 Registered with Ofsted: 08/08/2024 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 Strong standard

Children make sustained progress from their starting points. They develop secure early mathematical knowledge, confidently naming shapes, colours and numbers. They apply this understanding across different activities, including construction, water play and role play. Children's communication and language skills strengthen over time. They ask questions, engage in conversations and use new vocabulary introduced through stories, songs and responsive interactions.

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Achievement Strong standard

Early literacy skills are developing well. Children recognise letters, practise writing their names and show pride in their achievements. Independence is a notable strength. Even the youngest children persevere with tasks such as opening lunch boxes, managing lids and completing routines, demonstrating resilience and confidence.

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Achievement Strong standard

Children with special educational needs and/or disabilities make secure progress. Adaptations and support enable them to participate fully in learning. All children are well prepared for their next stage of learning, including school.

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Behaviour, attitudes and establishing routines Strong standard

Children behave very well and demonstrate kindness, cooperation and emotional maturity. The childminder models respectful interactions consistently, helping children understand fairness, share resources and resolve minor disagreements calmly. Children spontaneously thank each other, wait patiently and show empathy, reflecting embedded expectations.

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Behaviour, attitudes and establishing routines Strong standard

Routines are well established and support children's emotional security. Children recognise cues for transitions, such as tidy-up songs, and take pride in contributing to shared responsibilities. The childminder considers children's age and stage of development carefully, offering reassurance when needed and adjusting expectations for younger children.

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Behaviour, attitudes and establishing routines Strong standard

Children show strong independence. They manage personal tasks confidently, including opening lunch boxes, using zips and organising their belongings. The childminder provides gentle encouragement, enabling children to persevere and celebrate their achievements.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is monitored closely. The childminder works with families to establish consistent routines, helping children benefit from regular attendance and secure learning experiences.

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Behaviour, attitudes and establishing routines Strong standard

Children understand personal safety well. They talk confidently about why certain rules keep them safe, such as closing the trampoline zip so they do not fall out and hurt themselves. Emotional literacy is supported through songs, conversations and accessible resources, helping children recognise and manage their feelings.

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Children's welfare and wellbeing Strong standard

Children experience warm, responsive care that meets their individual needs. The childminder knows children well and adapts routines sensitively, offering reassurance when needed and encouraging independence when appropriate. Secure attachments are evident as children seek comfort, share achievements and return to the childminder for support during play.

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Children's welfare and wellbeing Strong standard

Children develop a strong understanding of personal safety and health. They talk confidently about familiar routines, such as wearing their sun hats and following rules that help keep them safe. Safe sleep routines, close supervision and thoughtful organisation of the environment ensure children's welfare is prioritised throughout the day.

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Children's welfare and wellbeing Strong standard

Healthy choices are promoted through conversations about fruit and water and through lively outdoor play. Children confidently manage routines such as washing hands, pouring drinks and preparing snacks, showing pride in doing things independently. The childminder supports emotional wellbeing through respectful interactions, songs, stories and accessible resources that help children recognise and express their feelings. Adaptations ensure all children, including those with special educational needs and/or disabilities, feel secure and able to participate fully. The childminder's consistent, nurturing approach creates an environment where children flourish and develop confidence in themselves and their abilities.

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Curriculum and teaching Strong standard

The childminder has a clear and well-sequenced curriculum that supports all areas of learning. Communication and language, early mathematics, independence and physical development are prioritised and woven naturally through daily routines and play.

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Curriculum and teaching Strong standard

Teaching is purposeful and responsive. The childminder uses everyday opportunities to build vocabulary and mathematical understanding, such as naming shapes in the water tray, counting objects during construction and exploring colours through chalking. Children explore floating and sinking, sort coloured animals into matching pots and use number cards to count objects one by one. She introduces new ideas confidently and appropriately, building children's understanding through meaningful conversations, including exploring the life cycle of flies.

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Curriculum and teaching Strong standard

She adapts language skilfully for children of different ages and stages of development, ensuring all children can access learning. The childminder uses children's starting points and ongoing observations to check what they know and can do, adapting teaching and identifying meaningful next steps. This includes targeted support for early writing and fine motor development.

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Curriculum and teaching Strong standard

The curriculum is adapted thoughtfully so all children can access learning. Daily enhancements, including stories that explore emotions, kindness and real-world experiences, deepen children's understanding. Social opportunities with co-childminders provide children with further opportunities to develop confidence and cooperation.

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Inclusion Strong standard

The childminder identifies children's individual needs promptly and uses her strong understanding of child development to shape support. She observes children closely, discusses their experiences with parents and uses this information to tailor teaching and routines. Children with special educational needs and/or disabilities and those who face barriers to learning benefit from thoughtful adaptations that enable them to participate fully alongside their peers.

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Inclusion Strong standard

Personalised strategies, such as visual supports, communication cards, sensory spaces and structured routines, help children feel safe, understood and ready to learn. The childminder's persistence in seeking external guidance ensures that support is consistent across home and the setting. Her work shows clear impact, with adaptations helping children communicate more effectively, manage their feelings and participate with growing confidence over time.

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Inclusion Strong standard

Inclusive practice is embedded across the setting. Children explore similarities and differences positively through books, conversations and celebrations of diverse experiences. They talk confidently about what makes them unique and show respect for one another. The childminder monitors progress carefully, reviewing adaptations and adjusting support as children's needs change. Partnerships with families and external professionals strengthen children's opportunities and ensure that support remains coherent and responsive.

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Leadership and governance Strong standard

The childminder demonstrates a clear commitment to providing high-quality education and care. She understands the strengths of her setting well and takes thoughtful action to enhance practice. She has established effective systems for working with co-childminders, including shared policies, joint safeguarding discussions and consistent routines that support continuity of care.

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Leadership and governance Strong standard

Leadership decisions are made in children's best interests. The childminder adapts the environment based on observations, ensuring it meets children's developmental needs and supports independence. She seeks external advice, including from the local authority when needed, and acts on guidance to support children's progress, including those with special educational needs and/or disabilities.

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Leadership and governance Strong standard

Professional development strengthens the childminder's knowledge. She applies new learning to improve teaching and outcomes for children, reviewing the impact of changes carefully and adjusting provision as children's needs evolve. Engagement with co- childminders and wider community opportunities strengthen children's social confidence. Her reflective approach and commitment to continuous improvement provide a strong foundation for high-quality practice.

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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 enjoy learning and show curiosity throughout the day. They explore water play, investigate floating and sinking, sort coloured animals, count objects using number cards and make connections between toys and familiar characters. They ask questions, share ideas and proudly show their achievements, demonstrating growing confidence and independence.

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

Friendships flourish. Younger children push toy prams together, chat, laugh and use each other's names. Older children collaborate in construction, negotiate turn-taking and show

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About this setting

Registration date: 08/08/2024 empathy, thanking each other and celebrating successes. Social opportunities provided when working with co-childminders strengthen friendships and confidence.

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About this setting

Children understand familiar routines and take pride in contributing to them. They organise their belongings, tidy away resources and manage simple personal tasks with growing independence. They also follow routines that help keep them well, such as drinking water, wearing their hats in the sun and closing safety equipment like the trampoline zip. Through these everyday actions, children show an emerging awareness of how these routines help to keep them safe.

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About this setting

Children's uniqueness is valued. They explore similarities and differences positively through books, conversations and celebrations of diverse experiences. Adaptations ensure all children, including those with special educational needs and/or disabilities, participate fully and make secure progress. As a result, children feel comfortable, supported and well prepared for their next steps.

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Next steps

The childminder could enhance her already strong reflective practice by recording key improvements and their impact more systematically, further evidencing the positive difference her work makes over time.

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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. Register(s): EYR, CCR, VCR

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About this inspection

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