Childminder

Childminder

Unique reference number (URN): 401146 Registered with Ofsted: 29/04/1994 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 typically make progress across all areas of learning. They are well prepared for the next stage of their education. Children make clear progress in their communication and language skills. They learn new vocabulary through stories and songs and can express their ideas and needs. Children listen attentively to stories, join in with singing and show understanding when recalling activities shown in photographs.

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Achievement Expected standard

Children begin to develop early skills in mathematics, physical development and personal, social and emotional development. They learn to share, take turns and follow routines. Children also show increasing independence, such as feeding themselves, washing their hands and choosing activities.

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Achievement Expected standard

Children with special educational needs and/or disabilities participate in activities that are adapted for them. Regular assessment and effective communications with parents ensure children's needs are met and planned for.

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Behaviour, attitudes and establishing routines Expected standard

The childminder develops trusting, attentive and positive relationships with children and promotes their wellbeing effectively. She attends to children's needs swiftly and they are instantly comforted by her. Children are confident to express when they need something, and the childminder responds to them in a calm, caring manner. The childminder is sensitive to children's individual needs and helps them explain how they might be feeling by using visual prompts to aid their communication.

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Behaviour, attitudes and establishing routines Expected standard

Routines are embedded effectively although the childminder is flexible to meet the emerging needs of the children. Children are confident to complete personal hygiene tasks such as washing their hands at appropriate times. children know when they are 'thirsty' and help themselves to water. The childminder provides children with healthy snacks, where conversation and the use of manners are encouraged.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of regular attendance so that children benefit from all activities and routines. Any absence is quickly explored with parents and the importance of regular attendance shared.

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Children's welfare and wellbeing Expected standard

The childminder provides warm and loving bonds with the children she cares for. Children's happiness and safety are at the heart of everything she does. The childminder provides children with familiar routines, such as during mealtimes and sleep times. She understands that children need to be aware of and supported through transitions including attendance at multiple settings. This approach supports children's wellbeing effectively as they understand what is about to happen next. Children learn good manners, modelled sensitively by the childminder. She carefully supervises children when they are eating and has effective systems in place to regularly check children who are sleeping. The childminder cooks a range of nutritious and well-balanced meals that the children thoroughly enjoy. The childminder gathers information from parents on children's food preferences and allergies to ensure their safety.

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Children's welfare and wellbeing Expected standard

The childminder teaches children to become independent in their own care needs, such as handwashing and going to the toilet. She knows children well and recognises when some children need more support than others, adapting her approach for children's age and stage of development. Age-appropriate strategies are used to help children to manage their emotions. For example, she soothes and cuddles children who are becoming tired and unsettled. Children seek out the childminder for help and reassurance when needed. They demonstrate their love and trust for the childminder, and they move about her home with confidence and ease. The childminder has strategies in place to support children who may face barriers to their learning, such as those with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

The childminder has a secure understanding of the quality of her curriculum and teaching. Teaching is adapted effectively for children who may face barriers to learning or wellbeing. This means all children can access the curriculum successfully. The childminder uses assessment to understand what children know and can do, beginning with detailed discussions with parents and continuing through observations and progress checks. The childminder typically uses most interactions with children to further their learning and understanding.

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Curriculum and teaching Expected standard

The curriculum is designed to support children's independence and positive relationships with a main focus on communication and language. The childminder skilfully builds children's vocabulary and supports confident communication throughout daily routines and play. For example, when singing wheels on the bus, the childminder provides sounds of vehicles for the children to listen to and identify through their sound. Mathematics is woven into everyday experiences, such as counting together, identifying colours and shapes, and exploring concepts like 'full' and 'empty' during water play.

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Curriculum and teaching Expected standard

The childminder places significant importance on independence and ensuring children feel safe, secure and ready to learn. Children enjoy developing different skills, such as using tools with a purpose, including, rolling pins in the dough, knives to cut fruit and paint brushes to make marks. Children are motivated and engaged in their learning. The childminder prepares children for their next stage of learning, helping them develop the confidence, independence and social skills they need. As a result, children are well prepared for future learning.

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Inclusion Expected standard

The childminder identifies children's individual needs quickly and accurately, using her observations and close relationships with families to support this process. She signposts parents to helpful information or external partners, such as health visitors, when additional support may be beneficial. The childminder reflects regularly on what is working well and what could be improved, plans next steps, puts them into practice, and reviews the impact. She can identify appropriate uses of any additional funding to support children to reduce barriers to their learning or wellbeing.

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Inclusion Expected standard

The childminder has high expectations for all children and supports them to achieve their next steps. She works with families to help children overcome any barriers to learning or wellbeing. When specialist advice is needed, the childminder understands who to contact to gain advice and guidance. Her experience, knowledge and local partnerships have a positive impact on reducing barriers to learning and wellbeing. This reflective approach contributes to improved outcomes for all children, ensuring they feel supported, understood and able to thrive.

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Leadership and governance Expected standard

The childminder has taken positive steps to improve her recording and information gathering to keep children safe since her last inspection. The childminder is effective about ensuring children feel safe and secure in her home. She has established positive relationships with parents, who are complimentary about the childminders kind nature and are impressed with the opportunities both at the childminders home and regular trips provided every day. The childminder works closely with parents to ensure they understand what children need to learn next for their next stage in education.

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Leadership and governance Expected standard

The childminder understands her setting well and is reflective of her priorities. She maintains links with the local authority. She has built a network with other childminders to support her to continuously improve practice. The childminder is very attentive towards children's needs. The childminder has started to take some steps to improve her professional development and has a training plan in place to strengthen her practice further.

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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 are welcomed into a calm and nurturing home environment where they feel safe and secure. The childminder builds warm, caring relationships with children and responds sensitively to their emotional needs. This helps children settle and develop confidence in their surroundings.

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

Children benefit from clear and consistent routines throughout the day, which help them understand what happens next and supports their emotional wellbeing. The childminder plays alongside children during activities and everyday routines, offering reassurance, encouragement and praise. Children feel valued and demonstrate confidence to join in activities, due to the childminders calm and attentive approach.

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

Children enjoy exploring a range of toys and resources and make choices about what they want to play with. They move happily between activities and share positive interactions with the childminder. For example, children show enjoyment as they pour water using small jugs developing their hand eye coordination and fine motor skills.

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

Regular outings in the local community help children become familiar with different environments. Children are generally relaxed and content in the setting and show confidence to explore, interact and play. They are listened to and their opinions sought. For instance, when children want to move onto another activity all children are asked if they have finished playing and if they would they like to join in the new activity. As a result, children are generally happy, settled and emotionally secure. They show positive attitudes towards play and learning and engage confidently in daily routines and activities.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 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

Continue to strengthen continuous professional development to embed more highly effective teaching The childminder should strengthen her practice to consistently use every interaction with children as an opportunity to further their learning.

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About this inspection

The inspector spoke with the childminder and reviewed comments provided by parents 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 21 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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