Childminder

Childminder

Unique reference number (URN): 2870191 Registered with Ofsted: 20/01/2026 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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Behaviour, attitudes and establishing routines Strong standard

Children benefit from well-established routines that help them to feel safe and secure with the childminder. The childminder adapts routines to meet children's individual needs. She works seamlessly with other adults she works with to support children's transitions when they struggle. For example, young children are ready for their snack, but older children are highly engaged in their activity. The childminder ensures play is uninterrupted and older children remain with her co-childminder. This helps children maintain highly positive attitudes to learning and helps them to be emotionally ready for transitions during the day.

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Behaviour, attitudes and establishing routines Strong standard

Children thrive in the childminder's care and demonstrate positive behaviour consistently. They are extremely polite, know how to take turns and speak to each other with respect and kindness. Children benefit from the consistent praise from the childminder and have high levels of self-esteem and confidence. The childminder uses a range of stories, songs and discussions to help children understand their emerging emotions. She is highly responsive and recognises swiftly when children need some support. For example, older children show signs they are becoming tired, and the childminder offers a quiet space in the setting where they share a book. Children begin to discuss the range of emotions they can see and hear in the story and settle quickly in the calm space. Children attend regularly, and this helps to build positive habits for the future, such as attending school.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's emotional wellbeing and safety. Children develop an awareness of how to play and explore safely. For example, the childminder gently reminds young children not to throw things inside and provides explanations and reasons. She adapts her language to ensure young children can understand this clearly. Children have secure relationships with the childminder and other key adults she works with. They benefit from thorough and effective settling-in procedures and highly effective partnership working with families. The childminder gathers detailed information about children regularly. This helps her to know about any changing circumstances, and she can make any necessary adaptations. For example, some children are beginning to try and spend more time without their dummy. The childminder is aware that this may affect their sleep and wellbeing, so ensures there are opportunities to have quiet, restful activities.

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Children's welfare and wellbeing Strong standard

Children thoroughly enjoy playing and exploring outdoors in the fresh air. The childminder is aware that some children prefer to learn in the outside space and has ensured they can access the full curriculum here. Children benefit from free-flow play in the outside area and develop excellent physical skills. For example, young children throw and kick the ball with skill. The childminder encourages all children to take an active part in their self-care. Children are keen and enthusiastic to brush their teeth and enjoy a range of healthy food at snack and lunch. This promotes their good health, and they build positive habits for the future.

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Achievement Expected standard

Children make progress in relation to their starting points and typically achieve well in all areas of their learning. They are prepared for the next stages in their learning and their eventual move to school. For example, children begin to show positive levels of independence and take part in their own self-care routines. They learn how to put on their own shoes and coats to go outdoors. Children develop solid foundations for future learning. They are confident to communicate their needs, preferences and interests, and typically develop positive social skills. Overall, children are supported to develop their language skills; however, this could be enhanced further to help them achieve even more. Older children excel in their mathematical development. They confidently identify numerals and accurately count past 10. They recognise a wide range of shapes and sizes, and consistently use this language in context during their play.

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Curriculum and teaching Expected standard

The childminder provides children with a broad curriculum that generally extends their interests, knowledge and skills. She is aware of how to make adaptations based on where children prefer to learn. For example, the childminder provides young children with plenty of opportunities to learn outdoors. Children show enjoyment and enthusiasm as they explore in the water. The childminder teaches them about cause and effect as they search for water as it runs down the pipes. Children benefit from hearing a range of mathematical language as they play. The childminder provides a consistent narrative and encourages them to consider if the sink is 'full' or 'empty'. Children learn how to turn the tap on and off independently and show pride as they persevere to develop this skill.

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Curriculum and teaching Expected standard

The childminder focuses her teaching on supporting children's communication and language skills. However, in her enthusiasm to model vocabulary, on occasion she speaks too quickly and asks too many questions. This means younger children do not always have enough time to listen and process new words. Older children show high levels of concentration and focus during their experiences. The childminder is skilled in responding to this and extends their learning through their play. For example, she models how to roll the dough and encourages children to develop their finger strength and roll sausages. This helps them to develop the skills they need for future learning, such as fastening buttons or using a pencil.

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Inclusion Expected standard

Children benefit from being in the inclusive environment provided by the childminder. She generally adapts her practice, routines and curriculum to meet their individual needs. The childminder uses assessments of children's progress to identify any areas of focus, including their speech and language and emotional wellbeing. She completes the progress check when children are aged between 2 and 3 years. She shares this with parents and carers to help them continue to focus on areas of children's learning at home. This helps to promote continuity for children. There are currently no children on roll with identified special educational needs and/or disabilities, and no children known or previously known to social care. However, the childminder is aware of how to work in partnership with other professionals. She recognises the importance of sharing relevant information swiftly and understands how to access any

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Inclusion Expected standard

support needed. This helps her to keep children safe and minimise gaps in their development. The childminder plans to access specific training to help her refine and implement strategies to meet all children's individual needs consistently.

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Leadership and governance Expected standard

The childminder has a clear picture of the strengths in her provision and the areas to develop. She regularly gathers feedback from children and families to help her make changes that reflect children's needs and best interests. For example, the childminder has regular meetings with her co-childminder where they reflect on the environment and activities they provide for children. The childminder regularly enhances the curriculum and provides children with experiences that help them to learn about their own community and wider world. Positive partnership working enables the childminder to communicate effectively and promote continuity for children. Parents and carers speak positively about their children's experiences. They say their children are meeting their developmental milestones as a result of attending. They enjoy receiving the reports about their learning.

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Leadership and governance Expected standard

The childminder is proactive in developing her skills and knowledge to work with children and meet their needs. For example, she regularly attends network meetings with the local authority early years team, and this ensures she is up to date with the latest information. For instance, the childminder has updated her safeguarding procedures to reflect the recent changes to the procedures for reporting concerns about children's welfare. This helps her to keep children safe. The childminder plans to focus her professional development on her teaching skills and broadening her knowledge, now that the provision is more established. This will help her to continue to meet all children's needs as they begin to prepare for starting school.

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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 show they feel safe and secure with the childminder. They have positive relationships with her and benefit from her nurturing and caring approach. The childminder knows children very well. Parents and carers are particularly pleased with how she treats them all as individuals, including those who are siblings. All children benefit from tailored settling-in approaches. For instance, the childminder adjusts the length and number of visits as needed. This helps children to feel secure and promotes their emotional wellbeing. Children show high levels of self-confidence and develop positive personal, social and emotional skills. They learn how to share, take turns and be kind to others.

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

Overall, all children make progress across each area of their learning. They are prepared for the next stages in their learning and benefit from a balanced, sequenced curriculum. This helps them build secure foundations for the future. Children develop an awareness of healthy habits and healthy lifestyles. They know how to brush their teeth and wash their hands before they eat. The childminder teaches them how to stay safe and develops their independence.

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

Children show enjoyment in the activities and experiences at the childminder's home. The environment indoors and outdoors is carefully and thoughtfully prepared to meet their individual needs. For instance, children have quiet spaces to read and rest. They develop a love of books and songs from an early age. Other indoor spaces are filled with laughter and excitement. Children explore with paints and create large pictures to take home. There are many opportunities for children to develop a wide range of physical skills. For example, they

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00

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About this setting

Local authority: Stockton-on-Tees practise throwing and kicking outdoors, and regularly go on trips out of the setting with the childminder.

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Next steps

The childminder should reflect on how she supports children's communication and language skills, and provide children with more time to think, process and respond to questions. The childminder should focus her programme of professional development to help her promote children's individual learning goals and maximise their achievement. The childminder should develop her knowledge and skills to support children with potential gaps in their learning and develop strategies to support them further.

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About this inspection

The inspector spoke with the childminder, co-childminder, 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.

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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. 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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