Childminder

Childminder

Unique reference number (URN): 2794649 Registered with Ofsted: 25/07/2024 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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Behaviour, attitudes and establishing routines Strong standard

Children follow well-established routines. They tidy away toys, walk sensibly to the kitchen island for their meal and place their belongings in their own baskets and on their hooks when arriving home. These routines help children understand expectations and contribute to a calm, orderly atmosphere. Children behave very well. They share, take turns and show kindness during play. When minor disagreements arise, children use familiar strategies to resolve them, supported by the childminder's calm guidance. She talks to children when they become upset, helping them recognise their feelings and regulate their behaviour so they can return to play with ease.

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Behaviour, attitudes and establishing routines Strong standard

The childminder gently reminds children to keep safe, including sitting down on chairs carefully and with awareness. She promotes safe eating routines by reminding children to stay seated until food is finished, and supervises toileting appropriately so children take turns in a calm and safe way. These consistent expectations help children adopt positive habits and behave responsibly.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works closely with families to promote punctuality and attendance, helping children establish reliable routines. As a result, children show positive attitudes, behave well and enjoy a harmonious, supportive environment.

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Children's welfare and wellbeing Strong standard

Children show secure attachments to the childminder and positive relationships with each other. They approach her easily for reassurance. Care practices are adapted for individual needs, including those who may have additional needs or disadvantages, ensuring all children feel included and settled. Children learn to recognise and express their feelings through calm, attuned conversations. For example, during a walk, children became absorbed in noticing bees on the ground. They gathered respectfully, compared what they saw with a bee noticed earlier and discussed what the insect might need. The childminder encouraged thoughtful discussion and kept the moment safe. This sparked children's curiosity, demonstrating early scientific thinking, and deepened their understanding of the living world, empathy and care for living things.

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Children's welfare and wellbeing Strong standard

Structured routines promote children's independence and healthy habits. Children manage toileting and hygiene confidently and follow mealtime expectations that support their wellbeing. Through experiences, such as the role-play café, children explore healthy lifestyles, balanced choices and where food comes from. Children benefit from fresh air and exercise. Outdoor play and daily walks help them understand the natural world and develop physical health. The childminder discusses road safety and safe choices, helping children recognise risks and make informed decisions.

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Inclusion Expected standard

The childminder generally promotes an inclusive culture where every child is recognised as an individual and supported to participate fully in daily routines and play. Although her knowledge of each child's interests, personalities and emotional triggers allows her to adapt practice sensitively for her current cohort of children, she does not yet precisely target her professional development to further enhance her understanding of improving experiences for children with special educational needs and/or disabilities.

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Inclusion Expected standard

Children show confidence and a clear sense of belonging. They move freely between spaces, choose activities that interest them and engage positively with friends. Warm, attuned interactions help children feel valued and understood. The childminder adapts communication, expectations and routines without drawing attention to differences. Children with dietary needs receive appropriate alternatives, and children who need emotional support are given calm spaces or time to regain composure. These adjustments reduce barriers and help children participate alongside their peers.

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Inclusion Expected standard

The childminder monitors children's progress and works with families and professionals to review support. She ensures that children who may be disadvantaged, or those previously known to social care, have access to experiences and resources that promote their wellbeing and participation. As a result, children develop resilience and thrive in an inclusive environment where everyone belongs.

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Leadership and governance Expected standard

Leadership is calm, reflective and centred on children's needs. The childminder creates a welcoming environment where children feel safe and valued. She understands what works well and takes practical steps to improve areas she has identified. The childminder reflects regularly and acts on feedback from parents to strengthen her practice and manages her workload efficiently. However, she does not yet precisely match her training priorities to refine her understanding of improving experiences for children with special educational needs and/or disabilities. Decisions are made with children's best interests in mind, including those who may have additional needs or disadvantages. Routines, expectations and the organisation of the provision help children develop confidence, independence and a sense of belonging.

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Leadership and governance Expected standard

The childminder evaluates her setting well. She has identified areas of improvement. For example, she has considered creating an all-weather indoor area to build on children's physical development when they are unable to make full use of outdoors.

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Leadership and governance Expected standard

Partnerships with parents are warm and open. The childminder relays information between school and home, keeping parents informed about routines, attendance, incidents and any concerns. Records are accurate and reviewed yearly or sooner if required, and safeguarding procedures are followed. Leadership supports a safe, inclusive and well-organised setting where children are happy, confident and well cared for.

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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 demonstrate confidence, curiosity and joy as they arrive, eager to play and learn in this nurturing home-from-home setting. They move freely between spaces, communicate

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Inspector:

Monika Wood openly and negotiate roles in play because routines are well established and they trust the childminder. This helps children to feel safe, valued and emotionally secure.

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Inspector:

Children enjoy their time together and demonstrate achievement through purposeful, hands- on experiences. They lead their own play with pride. For example, they run their café role play, write orders and serve food. Outdoors, they play football and launch the flying pull cord disc, aiming to send it as high as the trees. This helps children to build independence, communication and practical life skills. Children demonstrate positive social skills and a secure sense of belonging. Older children model language, turn-taking and problem-solving, while younger children confidently recall information and join group play. Children also engage in meaningful discussions with the childminder during play and routines. For example, they talk about what they are making and what they enjoy and share stories about their families. This helps children to develop communication and language skills, as they speak clearly, listen attentively and respond with interest.

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Inspector:

Daily routines promote independence and healthy habits. For example, in the café play area, children discuss healthy and unhealthy foods as they prepare meals together. They also take daily walks around the village, to and from school and in the community. This helps children to develop physical skills, road safety awareness and a sense of connection to where they live. Children flourish because the setting is safe, organised and thoughtfully led. The childminder responds with warmth, clarity and patience, helping children regulate emotions and return to play confidently. This helps children to feel protected, supported and ready to learn.

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Next steps

The childminder should refine her professional learning to provide consistently high- quality experiences for children with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with the childminder, parents and children 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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About this setting

Operating hours: Monday,Tuesday,Wednesday : 07:30 - 09:00,Monday,Tuesday,Wednesday : 15:00 - 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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