Childminder

Childminder

Unique reference number (URN): 2815270 Registered with Ofsted: 03/01/2025 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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Children's welfare and wellbeing Strong standard

The childminder puts children's safety and welfare at the forefront of all he does. For instance, he completes thorough risk assessments to identify and minimise hazards to children. The childminder has an enthusiasm for outdoor learning, and children fully embrace all that he offers. He provides children with a highly stimulating space to play and learn in. They climb fearlessly and learn to swing themselves independently. The childminder teaches children to be independent, such as by assessing their own risks. They thrive in his care.

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Children's welfare and wellbeing Strong standard

The childminder knows the children and their families extremely well. He has a secure understanding of children's individual needs. Children show that they feel very safe in the childminder's care. They seek him out to talk to and to invite him into their games. Children show sheer delight as they laugh and play hide and seek with the childminder. He supports their emotional wellbeing very effectively.

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Children's welfare and wellbeing Strong standard

The childminder is an excellent role model for children. For instance, they learn when to use positive manners, and demonstrate that they can use these independently. Children gain a secure understanding of social skills as they play cooperatively with one another.

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Achievement Expected standard

Children typically learn a range of skills that will support them to move on to the next stages in their education. For example, they learn to play with others and communicate their needs effectively. Children learn about waiting and taking turns, such as during a singing activity. Children develop secure physical skills as they run, climb and swing. They learn to use knives safely as they cut up fruit. Children are curious learners. They eagerly engage in the learning opportunities that the childminder provides for them.

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Achievement Expected standard

Children learn about keeping themselves and others safe. They generally listen attentively to what is said and follow instructions. Children develop self-care skills, such as through effective handwashing routines. They independently make choices about what to do and where to play. Children develop secure foundations on which they can build future learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has an effective daily routine in place that supports all children. This helps them to know what is going to happen and typically contributes to them feeling secure in his care. Children form positive relationships with the childminder and each other. The childminder has high expectations for children. They understand his rules and boundaries, which help to keep them safe. For instance, children know that only 2 people can use the climbing frame at any one time. They readily seek confirmation before using the play equipment. The childminder offers children plenty of warm praise as they play. At times, he offers them specific praise, explaining what they have done well. This supports their self- esteem effectively. However, during some interactions, the childminder uses more general praise without explaining specifically what children have achieved. This does not consistently support them to identify what has led to their success.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes children's regular attendance. He supports children to develop attention to their learning. For example, he calls children by their name when their focus wanders after they have had their turn in an activity. This helps them to re-engage and continue learning. All children benefit from being in the care of a childminder who supports their emotional development well. He helps them to manage their feelings, and they behave positively.

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Curriculum and teaching Expected standard

The childminder has clear plans for what he wants children to know and do. His curriculum is planned to support him to teach all children the skills they will need for the future. The childminder places a high focus on teaching children to be confident communicators and develop positive social skills. For instance, he leads welcome time in the morning, helping all children to feel included as they start their day. Children greet each other warmly and learn to notice what others do and say.

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Curriculum and teaching Expected standard

The childminder typically teaches children well. For instance, he helps them to learn about the weather and to listen to stories. The childminder introduces new words for children to learn, such as when they explore the core inside an apple. This helps them to build and use a broad vocabulary. Children develop a knowledge of mathematical concepts as they cut fruit into halves. Occasionally though, the childminder does not make the most of his interactions to build on what children already know. At times, he does not fully consider how to help children deepen their understanding of new ideas and concepts as they play and explore. However, the childminder generally supports all children's individual learning needs well. For example, he helps younger children count to 5, but challenges more capable children to count to 10 and beyond.

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Inclusion Expected standard

The childminder has secure systems in place to identify when children may face barriers or need more support for their learning. He makes plans to ensure children have the help they need, when they need it. For instance, when children show that they are unsteady on their feet, the childminder introduces more opportunities to develop an awareness of picking their feet up and negotiating uneven ground. The childminder makes effective use of additional funding to support children's learning. For example, he understands that using children's interests helps their engagement in learning. This carefully considered approach helps all children to make progress in their learning.

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Inclusion Expected standard

The childminder generally has a secure understanding of how to support children's individual needs. He knows to work with parents to fully develop his knowledge of how his support can help children thrive at his setting. The childminder has some previous experience of working with external professionals. He understands that joint working and clear communication positively support continuity of care and learning for all children.

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Leadership and governance Expected standard

The childminder works very effectively in partnership with his co-childminder and assistants. They form a secure team that provides a warm and welcoming setting for children to play and learn in. The childminder supports any assistants with their wellbeing, and encourages them to attend training. This helps them to develop confidence in their roles.

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Leadership and governance Expected standard

The childminder has high expectations for the care and teaching that he provides for children. He is ambitious and strives for the best. The childminder generally has an understanding of what works well and what he could improve further. For instance, he recognises that professional development has not been a focus of his time. He hopes to develop his skills and knowledge further, such as through attending training.

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Leadership and governance Expected standard

The childminder builds secure partnerships with parents. He ensures that parents have the time they need to speak with him and share information about their children. Parents report on the childminder's effective communication and support for their children's learning. Parents comment on how much their children have learned in his care, such as the range of nursery rhymes that they sing enthusiastically at home. The childminder shares information with other settings that children attend. This approach helps him to support high levels of continuity for children's care and contributes to a positive impact on their learning.

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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 benefit from being in the care of a calm and nurturing childminder. They have a stimulating learning environment to play and explore in. Children's attendance is encouraged so that they benefit from all the childminder has to offer them to support their learning. Children show that they feel emotionally secure with the childminder and enjoy their time in his care. The childminder understands all children's individual needs and preferences. He adapts his teaching to meet these needs. This helps all children show that they are confident in the childminder's care and able to engage positively in their learning.

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

Children play alongside others. They develop a sense of belonging, such as when they share a warm and inviting welcome time. Children grow in confidence through thoughtful support. For instance, they have favourite toys to explore that support their learning. Children enjoy a range of experiences that typically support their learning well. They cooperatively hunt for fallen apples in the orchard and dig with enthusiasm in the sand. Children show that they enjoy their learning. They develop an understanding of the natural world as they play, and develop positive attitudes to each other.

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

Children are encouraged to be independent and keep themselves safe from an early age. For instance, they learn about 'catching their sneezes' and the importance of effective handwashing. At mealtimes, they learn about making healthy choices and drinking from open cups. All children have the support they need. They make steady progress in their learning and development, and are ready to move on to the next stages in their education.

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About this setting

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

The childminder should take steps to consistently make the most of appropriate interactions as teaching opportunities to build on and extend children's learning. The childminder should consistently make use of specific praise to help children understand what they have done well and recognise what has led to their success and achievement.

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About this inspection

The inspector spoke to the childminder, his co-childminder, any assistants he works with, children and 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 4 August 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

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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