Childminder

Childminder

Unique reference number (URN): 2794180 Registered with Ofsted: 03/07/2024 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 make steady and positive progress across all 7 areas of learning. They develop their communication and language well, benefiting from regular songs, stories and conversations that help them understand new words and express themselves confidently. Children strengthen their physical skills through daily movement, play and exploration, showing increasing control as they climb, grasp, crawl or walk. They build early mathematical awareness through simple counting, sorting and noticing shapes in their play.

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Achievement Expected standard

Children's personal, social and emotional development grows securely. They form strong attachments, cooperate with others and begin to manage small challenges with support. Children show curiosity and enjoyment as they explore activities that help them make sense of the world around them. They develop early literacy skills by handling books, pointing to pictures and joining in with familiar phrases during shared reading.

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Achievement Expected standard

All children, including disadvantaged children, those with special educational needs and/or disabilities and those known (or previously known) to children's social care, achieve well from their starting points. The childminder knows what children can already do and supports them to build on this through meaningful interactions and well-matched experiences. She adapts activities to meet individual needs and reduces barriers to learning so that every child can participate and make progress.

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Achievement Expected standard

Children are well prepared for their next stage of learning. They develop confidence, independence and the early skills that future settings expect. For example, during shared reading, children are encouraged to think about the story, recall key events and explore new vocabulary. As a result, children become increasingly ready for pre-school or school and show the personal, social and communication skills needed for smooth transitions.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes a positive and nurturing environment where expectations for behaviour are clear and consistently understood. Daily routines, such as morning nursery rhymes, nappy changes, snack times and story times, are calm, predictable and well organised. These familiar routines help children feel secure, understand what happens next and develop confidence in managing transitions.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between the childminder, children and any assistants she works with are warm and respectful. Children smile and cuddle into the childminder confidently and interactions are nurturing and supportive. They are encouraged to work together, take turns and get along with others, which helps them develop positive social skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of punctuality and attendance. She works closely with families to ensure that children arrive on time and benefit from the full routine of the day, including key learning moments, such as forest school and shared story time.

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Behaviour, attitudes and establishing routines Expected standard

Children's ages, stages of development and individual circumstances are carefully considered when supporting behaviour expectations. The childminder adapts her approach sensitively, offering clear explanations and modelling positive interactions. As a result, children feel valued, behave well and engage positively in daily routines.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are promoted through warm, responsive care and a calm and nurturing environment. The childminder knows children well and takes time to understand their individual needs, personalities and home routines. This helps children feel safe, settled and confident in the setting. Positive relationships are evident, and children seek comfort, reassurance and interaction with the childminder, showing they feel secure in her care.

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Children's welfare and wellbeing Expected standard

Daily routines, such as nappy changes, handwashing and mealtimes, are carried out sensitively and respectfully. These predictable routines help children regulate, understand what happens next and develop confidence in managing transitions. Children learn about healthy habits through gentle reminders, such as washing their hands before eating or wiping their faces after meals. The childminder supports children to express their emotions and offers calm guidance that helps them manage small challenges.

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Children's welfare and wellbeing Expected standard

Children's physical, emotional and health needs are typically met well. The childminder considers children's ages, stages of development and individual circumstances when planning care routines. She encourages independence where appropriate, such as supporting children to wash their hands, choose resources or help tidy away. Children benefit from regular outdoor play, fresh air and opportunities to move, which supports their physical development and overall wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder works closely with parents to ensure consistent care and to maintain children's health needs. She gathers information about children's home routines, dietary requirements and any health considerations and provides daily updates, so families feel informed and involved. As a result, children experience continuity of care, feel valued and thrive in the setting.

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Curriculum and teaching Expected standard

The childminder provides a broad and engaging curriculum that supports children's learning across all areas of development. Children experience a wide range of hands-on activities, including arts and crafts, music, books, early number experiences and opportunities to develop their physical skills. Typically, teaching is of high quality. The childminder models vocabulary positively throughout interactions, encourages children's independence and uses praise effectively to help them achieve age-appropriate development. Activities are adapted to meet individual needs, ensuring that the curriculum remains inclusive and accessible for all children.

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Curriculum and teaching Expected standard

The childminder generally understands children's development and their next steps. She considers what future settings expect and helps children develop the skills they need to be ready for their next stage of learning. Children make positive progress and show enjoyment in their play and exploration. The childminder reflects on children's progress and adjusts activities when needed. Her curriculum and teaching approach promote inclusion, positive relationships and a supportive learning environment where children feel confident and valued.

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Curriculum and teaching Expected standard

However, the childminder now needs to strengthen how she identifies and sequences children's next steps. At times, next steps are too broad or skip the smaller skills children need first. For example, she may encourage single words before supporting the earlier communication skills they need, such as practising gestures, copying sounds, babbling in turn or responding consistently to familiar phrases. When these smaller steps are missed, children can find spoken words too difficult and are less able to build communication skills progressively.

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Inclusion Expected standard

Children's individual needs are identified and assessed through ongoing observations and a secure understand of child development. The childminder provides an inclusive environment where all children are valued, supported and welcomed. Although no children currently require special educational needs and/or disabilities support, the childminder clearly explains how inclusive practice is promoted and how she would respond if concerns about a child's development emerged.

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Inclusion Expected standard

The childminder has high expectations for all children and identifies their strengths and areas for development. She adapts activities to meet children's needs and considers their interests to support engagement. As a result, children receive appropriate support and make progress towards their next steps.

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Inclusion Expected standard

The childminder builds positive relationships with parents and carers that directly support inclusive practice. Settling-in sessions help her gather detailed information about children's routines, health needs and home experiences, enabling her to make early adaptations, so children feel secure. Ongoing communication means she is aware of any changes in children's circumstances and can adjust support quickly. Daily updates and shared observations help parents contribute to the childminder's understanding of their children's development, ensuring that emerging needs are identified promptly and consistently.

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Inclusion Expected standard

The childminder regularly reviews children's progress and uses observations to plan activities and make adaptations. She understands referral procedures and recognises the importance of timely intervention. She has previously used early years pupil premium funding to enhance children's learning by purchasing resources that supported their individual developmental needs.

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Leadership and governance Expected standard

The childminder typically provides a well-organised provision where routines, expectations and care arrangements are typically upheld. She has a clear understanding of the setting's strengths and takes purposeful action to improve areas identified for development. Decisions are made in the best interests of all children. For example, she recently reviewed her daily routine to ensure younger children were well supported with rest. As a result, children settle more easily and show improved regulation throughout the day. The childminder reflects regularly on her practice and takes action when improvements are needed. She has completed a level 3 childcare qualification. She has recently refined her approach to introducing early writing skills by adding more opportunities for finger strength activities. This has helped children develop stronger foundations before moving on to pencil control.

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Leadership and governance Expected standard

The childminder manages workload and wellbeing effectively. She organises routines, planning and record-keeping in ways that are sustainable and allow her to focus on children's needs. She works closely with her assistant, providing clear guidance, modelling expectations and sharing training opportunities. For example, she has supported her assistant to develop confidence in leading small activities and understanding children's developmental stages. This partnership ensures consistent care and helps children experience predictable, high-quality interactions throughout the day.

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Leadership and governance Expected standard

The childminder maintains positive relationships with parents and uses their feedback to inform decisions. For example, parents have requested additional support with transitions, and the childminder adapted her routine to provide gentle reminders. This resulted in smoother transitions and increased confidence for children.

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Leadership and governance Expected standard

However, the childminder should continue to develop her professional development to strengthen her curriculum and teaching, particularly in sequencing learning. This would benefit all children by providing consistent, ambitious learning experiences.

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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 thrive in the warm and welcoming home-from-home environment. They are happy, settled and confident, quickly forming secure attachments with the childminder. Children feel safe because adults respond to them with calm, consistent care. They seek comfort when they need it and receive reassurance that helps them regulate their emotions and return to play. Children feel safe and secure in the environment. They learn how to manage small risks with gentle reminders and enjoy exploring outdoors with confidence. They show trust in the adults who care for them and demonstrate a strong sense of belonging throughout the day.

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

Children experience a language-rich environment. Adults model clear vocabulary and narrate play in ways that help children understand new words and ideas. Frequent praise helps children feel proud of what they achieve. As a result, children show high levels of engagement and demonstrate that they belong in the setting. Children behave well and cooperate with others. They learn to take turns with gentle support and respond positively to familiar routines that give structure to their day. These routines help children feel secure and ready to learn. Children show curiosity and concentration as they explore a range of activities that match their stage of development. They persist with challenges and enjoy celebrating their successes.

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

Children achieve well from their starting points. They benefit from a curriculum that considers what they already know and what they need to learn next. Adults join children's play, offer meaningful interactions and provide encouragement that helps children practise new skills. Children show pride in their achievements and demonstrate growing resilience as they work towards their next steps.

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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 continue to refine the curriculum, so learning is broken down into clear, small steps. This will help the childminder understand precisely what children need to learn next and ensure that all children build knowledge securely over time. The childminder should continue to develop her professional development to strengthen her curriculum and teaching, particularly in sequencing learning. This would benefit all children by providing consistent ambitious learning experiences.

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About this inspection

The inspector spoke with the childminder and her assistant 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 25 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

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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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