Childminder

Childminder

Unique reference number (URN): 2842572 Registered with Ofsted: 17/06/2025 Registers: EYR

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 show joy and delight in their play. They solve problems and persevere while building with blocks as they reach a height and the blocks fall over. Children further develop their gross motor skills as they use swings and slides to propel themselves. The range of daily activities provided by the childminder helps to motivate children and keep them engaged. Activities and learning opportunities are extended as children are fully immersed in their play.

p.2

Achievement Expected standard

Children have access to books during their independent play, with younger children showing an appetite to use them from an early age. The childminder has a personal love of storytelling and shares this passion for reading with children in her care. She reads with lovely pace and enthusiasm, and children are enthralled by her storytelling. Children make steady all-round progress.

p.2

Achievement Expected standard

Children are typically prepared for their next stage of learning, including school. They generally make progress through the curriculum from their individual starting points, particularly in physical development. They are excited for circle time activities, where children sing songs loudly and with pride. Children move tweezers to pick up cotton pads and dip into paint to create colourful caterpillars. Children regularly develop their fine motor skills, which adds to their overall physical attributes. Children encourage each other through interactions, such as reminding their friends whose turn it is.

p.2

Children's welfare and wellbeing Expected standard

Children are generally developing an understanding of how to keep themselves safe. For example, they talk about applying sun cream with the childminder and assistants. Children's health and wellbeing are promoted during daily routines. Children independently access the toilet, and afterwards the sink for handwashing. At mealtimes, children are encouraged to think about healthy food choices and understand the importance of drinking water, which is available throughout the day. Nappy changing and self-care routines are calm activities with interactions from the childminder that support children's stages of learning.

p.2

Children's welfare and wellbeing Expected standard

The childminder creates a safe and welcoming environment where every child and family feels they belong. The childminder's values are consistent, promoting a real sense of community. Children quickly settle and form secure attachments with the childminder and assistants. The childminder teaches children about healthy lifestyles. Children make informed choices about what vegetables and fruit they eat. They benefit from experiences in the local community. They make visits to local areas to help them understand similarities and differences beyond their immediate environment. These experiences support children's sense of belonging.

p.2

Children's welfare and wellbeing Expected standard

Children thrive in the space outdoors, exploring with excitement and confidence. The childminder consistently encourages independence in their physical play. For example, children choose what they play on and attempt to access resources themselves. Children learn about oral health, their toothbrushing at home and trips to the dentist. These embedded routines help children develop healthy life skills and resilience.

p.2

Curriculum and teaching Expected standard

The childminder has introduced a curriculum with a focus on helping children to develop skills and knowledge through play. All children, including those who face barriers to their learning, take part in activities linked to their interests, which motivates them further. Children make steady progress across all areas, with physical development a particular success. Children are regularly on the move between activities, inside and outside. The childminder and assistants provide ongoing narration as children play, talking continuously about what children are doing and can see. The childminder sings to children, further developing their language through rhythm and rhyme. Children are supported to become confident communicators. The childminder observes children regularly and tracks their successes through simple and effective assessment systems.

p.3

Curriculum and teaching Expected standard

The childminder has ambition for all children. She has designed a curriculum that benefits children's confidence, independence and happiness. She uses daily routines and visual timetables to provide simple experiences linked to children's interests. The childminder knows the children well and carefully considers her plans on what to teach next. She prioritises children's communication and models clear language throughout the day. For example, she reads stories with great enthusiasm and maintains the attention of younger children.

p.3

Inclusion Expected standard

The childminder knows children well and identifies when additional help may be required. She completes progress checks and reviews children's development regularly. The childminder works closely with parents and shares daily information to promote consistency between home and the setting.

p.3

Inclusion Expected standard

The childminder assesses children's needs effectively and regularly monitors their progress. She uses early identification proactively and makes interventions in a timely manner. The childminder has high expectations for inclusion and about meeting individual children's needs in a homely environment. She supports children's specific communication and language skills. For instance, she sings and reads to children regularly. Visual timetables support children's understanding of routine and help them embed new vocabulary. As a result, all children, including those who face barriers to their learning, are included in all aspects of life in the setting.

p.3

Inclusion Expected standard

The childminder understands the importance of getting to know children and families. She knows every child's background and interests. The childminder generally varies the activities she provides to ensure all children are accommodated. Subtle adaptations are in place. For instance, older children enjoy using timers to know when it is their turn with a bike in the garden.

p.3

Needs attention

The childminder knows how to engage with wider agencies to support children in her care. She has secure knowledge of how to support children with special educational needs and/or disabilities if these children enrol at her setting in the future.

p.4

Behaviour, attitudes and establishing routines Needs attention

The childminder and assistants do not ensure that children clearly understand all expectations for their behaviour when in their care. For example, on several occasions, disruptive behaviour is left unchecked. At times, children become restless when routines and boundaries are not consistent. This does not support children to develop a secure understanding of safe and positive behaviours. In addition, younger children are not always actively encouraged to join in. At these times, they spend periods wandering. This means children do not always develop consistent positive attitudes to learning.

p.4

Behaviour, attitudes and establishing routines Needs attention

Children generally demonstrate positive attitudes to learning. They remain engaged in their chosen play and show interest in what they are doing. The childminder helps children to maintain their attention and engagement through sensitive interjections. She plans activities intended to help children play alongside one another and develop the skills and confidence to play together. The childminder encourages and celebrates children's positive behaviours, with children receiving verbal praise for their actions.

p.4

Behaviour, attitudes and establishing routines Needs attention

The childminder understands that regular attendance supports children's development. Attendance is promoted through clear communication with parents. Absences are recorded and monitored where needed through a detailed registration system. Children attend regularly and settle quickly. The childminder has established routines for children, including around mealtimes and when tidying toys away. These routines support children's understanding of structure and responsibility.

p.4

Leadership and governance Needs attention

The childminder does not fully reflect on her service and effectively evaluate all aspects of her practice. She has a broad understanding of her strengths. She shows an eagerness to improve and a positive attitude towards offering children and families a quality service. The childminder and assistants have completed mandatory training, including first aid and safeguarding. However, overall professional development is not yet established or effective to fully benefit children's development. The childminder and assistants do not recognise how to support children's self-regulation and behaviour effectively.

p.4

Leadership and governance Needs attention

The childminder often provides parents with verbal feedback about their children's daily experiences. This helps to create a link between home and the childminder's setting. The childminder provides parents with detailed information about what children are learning and their next steps. She celebrates children's achievements, creating a culture of mutual respect and increased self-esteem. Children benefit from regular opportunities to visit the community and enjoy trips out. These trips are risk assessed to ensure the full safety of everyone. For example, children went on a local tram ride to see a different form of transport. This widens their experiences and helps them to develop confidence in the community.

p.4

Leadership and governance Needs attention

The childminder is happy in her role. Her assistants all report feeling valued and enjoy working with the childminder and the children. Overall, the childminder provides effective supervision for any assistants she works with and supports them in their role. Morale is high, and assistants are eager to continue improving the care being delivered.

p.5

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

Children make steady progress in their social and independence skills at this setting. They begin to play cooperatively and take turns. The childminder praises children by clapping and offering verbal accolades for positive approaches to play. This reinforces children's sense of self-worth. However, there is some inconsistency in routines and behaviour management. This limits how well children are taught about appropriate behaviours.

p.5

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

Children's attendance is consistent, and the childminder reinforces the importance of this with parents. Children typically demonstrate feelings of contentment and happiness. They sit happily with the childminder during story time, illustrating the warm and affectionate relationships shared between children and the childminder. Children form close attachments with the childminder and assistants and confidently seek reassurance when needed. As a result, children explore their surroundings with increasing confidence and engage readily in activities. Parents praise the childminder's care and report progress in their child's development. Parents value the communication and partnership with the childminder and provide written feedback that is acted upon.

p.5

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

The childminder and assistants use purposeful interactions to extend children's communication and thinking skills. They use clear language and adapt this to each child's individual needs. Children enjoy their learning and engage with the range of resources available. For example, they explore with play dough and make models based on their knowledge of a butterfly's life cycle. Children develop fine motor skills through such activities. They show increasing independence and confidence in age-appropriate skills. For example, children ask to use the toilet and independently climb up to the sink to wash their hands afterwards. The childminder understands children's individual needs and preferences. She values children as unique individuals and knows them well. The childminder sometimes adapts activities to meet their needs. For example, when singing welcome songs, she recognises when some children are less prepared to join in.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 03:00

p.6

Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

p.6

Action Completion Date

ensure a consistent approach to supporting children's behaviour so that children understand expectations and recognise the impact of their behaviour on others 18/09/2026

p.6

Action Completion Date

effectively reflect on practice, identify priorities for development and gain the knowledge and skills to improve the quality of the provision 18/09/2026

p.6

About this inspection

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

p.6

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.

p.6

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

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

p.7

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.7

Needs attention

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

p.7

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.7

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.8

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.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8