Childminder

Childminder

Unique reference number (URN): 2803837 Registered with Ofsted: 10/02/2025 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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Achievement Strong standard

Children consistently achieve well from their individual starting points. They communicate confidently, ask questions, express their ideas and make independent choices. Children who previously had limited vocabulary now use a wider range of words and speak confidently. Children who may face barriers to their learning and/or wellbeing participate successfully, develop confidence and increasingly engage independently in their play.

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Achievement Strong standard

Children remember and apply what they have previously learned. For example, they confidently recall that mixing yellow and blue makes green. They recognise dinosaurs in books and match these to dinosaurs in their play, making connections between different experiences. Children develop their mathematical knowledge as they count, measure scoops of cream, compare quantities and identify which has more. They develop their independence, curiosity and confidence as they explore and make choices. These experiences help children build secure knowledge and skills across the curriculum so they are well prepared for their next stage of learning and school.

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Children's welfare and wellbeing Strong standard

The childminder helps to create a warm and nurturing environment where children feel safe and emotionally secure. She forms warm relationships with children and responds sensitively when they need reassurance. For example, when children who are new to the setting become upset, she comforts them, holds them close and speaks calmly. This helps children to settle, feel secure and develop the confidence to explore and play. She supports children to recognise and talk about how they feel and find ways to regulate their emotions. This means children feel calm and happy.

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Children's welfare and wellbeing Strong standard

The childminder establishes effective care routines that promote children's health, safety and independence. She supports younger children to wash their hands and encourages older children to manage this independently. Children develop confidence in dressing themselves and learn to make healthy choices. The childminder sits with children during meals to promote safer eating and talks with them about their food. Babies and younger children rest as needed and are regularly monitored while they sleep in cots. This ensures their individual care needs are met safely.

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Children's welfare and wellbeing Strong standard

Children learn to manage appropriate risks and keep themselves safe. For example, older children confidently use scissors and knives to cut pictures and prepare fruit. Through these everyday experiences, children develop increasing independence, physical confidence and an understanding of their own safety. As a result, children, including those who may face barriers to their learning and/or wellbeing, are consistently cared for, feel secure, develop healthy habits and become increasingly confident and independent.

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Curriculum and teaching Strong standard

The childminder has clear ambitions for children to become curious, independent learners who are well prepared for school. She knows children well and works with the co-

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Expected standard

childminder to plan experiences that reflect their interests and build on what they already know and can do. She adapts her teaching to meet children's individual needs, including those who may face barriers to their learning and/or wellbeing. She reassures younger children and helps them to settle and develop confidence, so they are ready to explore and learn.

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Expected standard

The childminder interacts effectively with children to develop their thinking and communication. She asks questions that encourage children to explain their ideas and respond confidently. For example, when children talk about when they were born, she extends the conversation to encourage them to think and talk about their own and others' ages. Children confidently contribute their ideas and ask further questions. This develops their communication while extending their understanding of age and number.

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Expected standard

Mathematical learning is effectively woven into meaningful experiences. For example, while making ice cream, children measure scoops of cream and compare quantities to identify which has more. The childminder encourages children to talk about age and number. They confidently extend their thinking and curiosity, asking their own questions. As a result, children develop language, mathematical understanding, curiosity and independence through engaging experiences that prepare them well for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works alongside the co-childminder to create a positive environment where children learn to behave well and develop respectful relationships with others. She encourages children to share, take turns and play cooperatively with their friends. Children confidently engage in play and learn to follow familiar routines, such as helping to tidy away resources. This helps them to develop responsibility and positive habits that support their growing independence.

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Behaviour, attitudes and establishing routines Expected standard

The childminder considers children's individual needs when helping them manage their feelings and behaviour. For example, when children who may face barriers to their learning and/or wellbeing become upset or find it difficult to follow instructions, she speaks calmly, encourages them to use words to express themselves and redirects them towards activities they enjoy. She sensitively comforts children who are new to the setting, helping them feel calm and secure enough to play alongside others. These approaches help children to regulate their emotions, develop positive relationships and re-engage in play.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports the co-childminder in embedding policies and procedures that encourage parents to bring children regularly and on time. Parents understand how predictable routines support their children's future learning. As a result, children benefit from continuity in their experiences, settle readily and are ready to participate in their learning.

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Inclusion Expected standard

The childminder knows children well and responds well to their individual needs. She observes children as they play and adapts her approach to help those who may face barriers to their learning and/or wellbeing participate successfully. For example, children sit closer during story sessions so they can see books clearly. When children find it difficult to follow instructions, the childminder speaks calmly, praises their efforts and helps them to regulate their emotions. This helps children feel settled so they can continue learning and playing alongside their friends.

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Inclusion Expected standard

The childminder works in conjunction with the co-childminder to develop children's communication and language. She systematically introduces 4 new words to children each week and encourages them to enjoy and talk about books. As a result, children who previously had limited vocabulary now use a wider range of words and speak confidently.

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Inclusion Expected standard

Parents engage in conversations with the co-childminder and provide information about children before they start. The childminder discusses children with the co-childminder. This helps the childminder to understand their individual needs. Although parents receive regular information about children's progress, the childminder does not routinely contribute to these discussions, as they usually take place with the co-childminder. This limits the childminder's role in helping parents to understand and extend their children's learning at home.

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Leadership and governance Expected standard

The childminder contributes positively to the day-to-day running of the setting and understands its strengths and areas for further development. She works with the co- childminder to plan children's learning. Together, they reflect on what has worked well and what could improve. For example, she identifies communication, mathematics, independence and emotional development as priorities for children. The childminder undertakes training in areas such as English and mathematics, which increases her confidence and helps her plan experiences that meet children's needs.

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Leadership and governance Expected standard

The childminder supports practitioners effectively and takes responsibility for managing the provision when the co-childminder is absent. She ensures practitioners take appropriate breaks and provides support as needed. She works alongside specialist teachers who provide experiences such as French, drama, martial arts and mini athletics. This means children consistently develop their physical skills, learn to solve problems, take turns and become increasingly confident. These experiences help prepare children for their next stage of learning.

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Leadership and governance Expected standard

The childminder contributes to planning and the day-to-day running of the setting. When the co-childminder is absent, she manages practitioners effectively and understands her responsibilities. However, she does not yet demonstrate full autonomy across all aspects of her childminding role. For example, although parents receive regular information about their children's learning and progress, the childminder does not routinely contribute to these discussions. This limits her individual contribution to partnerships with parents and to helping families understand and extend their children's learning at home. The childminder recognises that her professional expertise and confidence are still developing and is keen to progress further in her role.

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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 happy, comfortable and confident in this warm and welcoming setting. They develop positive relationships with the adults who care for them and feel secure enough to express their ideas, interests and needs. Children confidently initiate conversations and

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Inspector:

enjoy sharing what is important to them. For example, they excitedly tell the childminder that they are a 'Spring baby' and become curious about the ages of their friends. They ask questions and listen to others, helping them become confident communicators and encouraging their natural curiosity about the world around them. Children who are new to the setting receive sensitive reassurance and time to become familiar with their surroundings. This helps them gradually develop the confidence to explore and play alongside others.

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Inspector:

Children enjoy freedom to make choices and follow their interests. Younger children happily explore the ball pit and become absorbed in pretend cooking. They investigate toys independently, push buttons to discover the sounds they make and use cars imaginatively in their play. Children contribute to the daily life of the setting by helping to tidy resources when activities finish. This develops their responsibility and helps them understand their role in caring for their environment. Children also enjoy experiences beyond the setting, including visits to the allotment, where they plant vegetables. Enrichment activities, such as French, drama, mini athletics and martial arts, broaden children's interests and give them opportunities to discover different skills.

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Inspector:

Children attend regularly and arrive on time. Parents understand how predictable routines benefit their children. This helps them to enjoy continuity in their experiences and make the most of their time at the setting. Children develop confidence, curiosity, independence and positive relationships. They enjoy exploring, making choices and spending time with their friends. These experiences help children to flourish and develop the skills and confidence they need for their next stage of learning.

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Next steps

The childminder should strengthen her professional autonomy so that her contribution to decisions about children's learning and progress, including partnerships with parents, is routinely evident.

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About this inspection

The inspector spoke with the childminder, co-childminder, practitioners, 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. Michelle Blake

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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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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

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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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