Childminder

Childminder

Unique reference number (URN): 2818933 Registered with Ofsted: 24/06/2025 Registers: EYR, CCR

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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 make sustained progress from their individual starting points, across all areas of learning. Their communication skills are effective, as they interact positively with each other. Children show kindness, excellent manners and cooperation with each other. All children handle tools and equipment safely and demonstrate physical strength and coordination.

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Achievement Strong standard

Children demonstrate high levels of independence, collecting their own mat and blankets for sleep time and taking themselves off to sleep. They show maturity and confidence in their actions and routines. Children communicate clearly with words and gestures and show pride in their achievements. They are extremely well prepared for their future learning through the development of resilience and curiosity about their world.

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Achievement Strong standard

Children who may face barriers to their learning are supported effectively through early identification and a clear plan for support. Teaching is sensitively adapted and support is coordinated swiftly. As a result, all children thrive in this setting.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created an environment of kindness and respect, where children show exemplary manners, take turns and support themselves and others emotionally. There are secure bonds between children and the childminder, which are strengthened by clear routines, praise and boundaries. For example, at lunchtime, children collect their own plates, cutlery and set the table. Younger children collect their lunch boxes from the shelf. Children have a positive attitude to their own learning and participate enthusiastically. Activities are well resourced and accessible to all children. This results in children taking the lead in their own learning. Children are confident to take risks and to develop new skills, supported through skilful modelling by the childminder. Children use safety cutlery to peel and chop fruit for a healthy snack, for example.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is promoted positively and accurate records are maintained. Children arrive on time, ready to learn and full of excitement for their day. Routines are shared with families, meaning children are supported consistently in their home environment as well as the setting.

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Behaviour, attitudes and establishing routines Strong standard

Children, including those with special educational needs and/or disabilities and other barriers to their learning, are supported according to their developmental stage. The childminder adapts routines and expectations to meet all children's needs. For example, children who are emotional will seek physical comfort or a nap. Other children help their friends by offering toys and blankets as emotional support.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are at the heart of the childminder's practice. The environment is calm, welcoming and safe, so children feel confident to explore, play and challenge themselves. Children settle quickly on arrival and show strong attachments to the childminder. As a result, all children feel valued and respected here.

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Children's welfare and wellbeing Strong standard

Children learn to manage their personal safety, for example when cutting up fruits and vegetables. Children learn about healthy lifestyles and food choices through sensitive conversations about hygiene and food. They are introduced to new foods regularly and are encouraged to try new things. Children develop an understanding of how to care for themselves, managing tasks such as toileting and handwashing independently. Personal care and sleep practices are managed carefully and with dignity and respect. Soft music and lighting are introduced so that children recognise when it is sleep time. All children, including those with special educational needs and/or disabilities or barriers to their learning, are fully included and supported to thrive.

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Children's welfare and wellbeing Strong standard

Children's physical needs are supported well through outdoor play in the well-resourced garden. The childminder takes children to a local park regularly, so they have opportunities to challenge themselves on larger equipment and to develop strength and coordination. They have opportunities to move small furniture, lift boxes, pull trolleys and collect equipment for themselves in their daily activities.

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Curriculum and teaching Strong standard

The childminder has a robust understanding of curriculum planning and has created a well- structured, sequenced and ambitious curriculum. As a result, each child makes rapid progress from their starting points. The childminder skilfully adapts support and tailors her teaching to each child's stage of development.

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Curriculum and teaching Strong standard

Social and emotional development, communication and language and physical development are prioritised through embedded routines, outdoor play and group activities. This supports children's social skills, such as turn-taking, sharing and listening to others. Children have daily opportunities to run, jump, climb and challenge themselves in a well-resourced outdoor area. Children develop their coordination and control through use of tools and equipment, growing vegetables and transporting buckets of water, for instance. Children are taught about feelings and emotions and are learning how to self-regulate. This means that older children recognise when they have completed a task well and celebrate with their friends. Natural discussions about shape, size and counting demonstrate that mathematics teaching is embedded throughout play.

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Curriculum and teaching Strong standard

Children are introduced to train travel and visits to the local area, with opportunities for questioning and exploration, helping them develop a sense of the world around them. Increasingly complex vocabulary is used to narrate play. For example, when playing outdoors, children learn about plant names, digging, planting, patting and sowing. Children are introduced to French language, which supports a French-speaking child. As a result, children's learning opportunities are broad and ambitious.

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Inclusion Strong standard

The childminder's exceptional knowledge of the children and their families means that there is an embedded culture of inclusion in the setting. She works closely with families to share concerns, discuss referrals and to agree suitable next steps. As a result, all children feel valued and respected.

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Inclusion Strong standard

Children's needs are quickly identified, including those with special educational needs and/or disabilities or those facing barriers to their learning and/or wellbeing, and the childminder responds promptly. The childminder works proactively with external agencies to ensure support is timely and meaningful. For example, children with communication needs are referred to a health visitor and speech and language therapy for coordinated support. This approach enables all children to fully participate in their learning.

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Inclusion Strong standard

The childminder understands how to support children who may face disadvantage or barriers to their learning. She accesses training to strengthen her knowledge. As a result, children's needs are targeted carefully, and all children make excellent progress from their starting points.

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Inclusion Strong standard

Activities are thoughtfully planned so that all children achieve and thrive, regardless of their starting points. Each child's next steps and interests are skilfully woven into daily activities, so every opportunity for learning is maximised. Progress is monitored closely so that further support may be put in place, supporting all children to thrive.

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Leadership and governance Strong standard

The childminder is ambitious for all children, including those with special educational needs and/or disabilities and other barriers to learning, to achieve and thrive in the setting. She communicates effectively with all families to provide progress updates and to highlight any concerns swiftly. Parents and carers praise the childminder for her feedback and communication. This impacts positively on all children and their families, as they are fully included in their children's learning journey. The childminder adapts her practice and resources to fully support each child, making decisions in their best interests. For example, she changes the timing of activities to accommodate individual sleep routines.

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Leadership and governance Strong standard

The childminder prioritises her professional learning and reflects daily to ensure all children in her care have the best possible experience. She attends regular training and network meetings to continually update and develop her skills. The childminder manages her workload effectively to ensure her emotional wellbeing is a priority. She maintains accurate records of assessment and progress, meaning that children's next steps in learning are addressed swiftly. The childminder attends play sessions with other childminders so that good practice can be observed and shared. Working with other professionals is a key strength, which has a positive impact on removing barriers to learning for children. All children are thoroughly prepared for the next stage in their learning, through high-quality, carefully planned teaching of the ambitious curriculum.

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

Children feel safe, secure and valued as individuals. They settle quickly each day through positive and nurturing interactions with the childminder. The environment is calm and comforting, with a range of books, toys and games to encourage participation from all children. Children are confident to explore, but also to ask for help when needed.

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

Children learn and play alongside each other, showing mutual respect. Older and younger children show a keen interest in their learning and to try new things, which are introduced skilfully by the childminder. For example, during water play, children are gently guided to washing toy animals as an opportunity to talk about body parts. The curriculum is thoughtfully planned to reflect each child's interests and developmental stage. Engagement is high and children enjoy their learning. They are encouraged to repeat words and to copy actions, for example when reading familiar stories, so that new vocabulary is developed.

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

Routines shape the day, supporting children's confidence and sense of belonging. For example, at story time, children collect their beanbags and sit in a circle. Rhymes and songs are spontaneously sung by children, who take the lead in their learning by taking turns to share stories or setting the table at mealtimes.

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

Social skills are securely embedded, and children demonstrate high levels of independence, using tools, equipment and dressing themselves. Manners are natural and children are prepared well for the next stage in their learning. Physical development is prioritised, using slides, hoops and tunnels, for instance. Hygiene, feeding and personal care are managed

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 16:00

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About this setting

Local authority: Derbyshire with respect, promoting a deep sense of security. Older children learn to manage personal care needs from a young age, with increasing confidence.

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About this setting

Children thrive through an exciting curriculum, strengthened by positive relationships with the childminder. Children make rapid progress from their starting points, as they have individual and measurable next steps. Children learn emotional regulation through identifying their feelings. For example, they seek out physical comfort when tired. Children also recognise the feelings of others and respond with affection. Children are nurtured and are actively encouraged to express themselves and to respect others.

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Next steps

The childminder should sustain their work to ensure continuing high standards, focusing on creating a transformational impact on outcomes for all children.

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About this inspection

The inspector spoke with the childminder, children, parents and carers during the inspection.

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About this inspection

We carried out the 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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