Childminder

Childminder

Unique reference number (URN): EY402100 Registered with Ofsted: 03/03/2010 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's behaviour and attitudes are a strength of the setting. The childminder sets clear routines. These help children to know what adults expect of them and what will happen each day. Children understand these routines well and follow them increasingly independently. For example, at mealtimes, children recognise that they must wash their hands and faces before eating. Older children patiently wait for younger children to complete this task. Children follow these expectations consistently and without prompting. These established routines help children become independent. Children develop an understanding of the importance of hygiene and take increasing responsibility for their own personal care.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides clear support and sets a positive example. Children learn about boundaries and gain respect for others. They also develop consideration for those around them. Older children display these skills effectively. They set a positive example for younger children through their behaviour and interactions.

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Behaviour, attitudes and establishing routines Strong standard

Children show positive attitudes towards learning. They take on activities with confidence. They stay engaged and show determination when challenges arise. The childminder helps children take safe risks and try new things. For example, children excitedly remember their recent visit to a local pier, where they had a ride on the ferris wheel. Initially, they felt anxious about the height. Eventually, they faced their fears and enjoyed the experience. These experiences help children build resilience, confidence and a positive outlook on new challenges.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are a high priority. The childminder provides a warm, nurturing space where children feel safe, valued and confident to be themselves. She knows the children well and pays close attention to their individual personalities, routines and emotional needs. Children form strong and trusting relationships with the childminder and seek her reassurance, comfort and support when needed. These secure attachments promote their emotional wellbeing and strengthen their sense of belonging.

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Children's welfare and wellbeing Strong standard

The childminder teaches children how to stay healthy and safe. She provides regular opportunities for them to develop their physical skills through visits to the local park and a child-friendly gym. These experiences help children understand the importance of physical activity and healthy lifestyles. The childminder offers nutritious food choices, encourages regular physical activity and provides daily opportunities for outdoor play. She responds sensitively to children's individual needs and ensures that they have time to rest and relax throughout the day. The childminder supports children's emotional wellbeing particularly well. She encourages children to talk about their feelings, likes, dislikes and experiences. She listens carefully and helps children recognise, understand and manage their emotions. As a result, children feel happy and secure and thrive in her care.

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Inclusion Strong standard

Inclusion is a clear strength of the childminder's provision. She ensures that every child feels welcomed, valued and ready to join in her activities. She adjusts her approach and the curriculum. This way, all children can engage, learn and progress. Visual resources help children learn daily routines. This supports their communication skills as they begin to express themselves.

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Inclusion Strong standard

The childminder demonstrates a comprehensive understanding of child development through her practical experiences. For example, when a child is learning a second language, she understands that it takes time. She monitors progress by observing how children interpret visual prompts alongside verbal communication.

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Inclusion Strong standard

Collaboration with parents enhances the support that children receive. This encompasses tailored support plans outlining next steps across all 7 learning areas. This cooperative method helps each child get the care they need in a safe and welcoming space. Children thrive in the setting. They arrive for their sessions settled, happy and ready to learn. Warm and respectful relationships are evident between children of different ages. Older children include younger ones as part of their group. The childminder fosters inclusive environments where they all learn together in harmony. Children of all ages join activities with excitement. They mix colours using pipettes and jugs. The childminder considers each child's unique needs, interests and past experiences. Familiar activities, resources and routines help children feel like they belong. The childminder thinks about her practice and evaluates it. She engages in further training, drawing on her experience and knowledge. This allows her

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Inclusion Strong standard

to help children who need extra support or face challenges in their learning.

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Achievement Expected standard

Children develop confidence and a positive sense of self because their emotional development is fostered effectively. They are beginning to understand and manage their emotions and build positive relationships with others. Children develop essential skills that prepare them well for future learning. For example, children wait their turn politely when playing games with others. This supports their social skills to develop well. Children confidently share their needs and ideas, listen to others and respond appropriately. They learn the communication and skills they need for the next steps in their education.

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Achievement Expected standard

Everyday learning experiences support children to become increasingly independent and confident. They persevere when they encounter challenges and develop self-help skills through daily routines. For example, children pour their own drinks from a jug and make choices about healthy foods at snack time. These experiences help children develop the independence and resilience they need for future learning.

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Curriculum and teaching Expected standard

The childminder shows a clear understanding of child development. She uses this knowledge to create a curriculum that typically fits each child's needs. She sets clear learning goals and provides valuable experiences that build on what children already know and can do. Clear goals are set for what children can achieve. Progress is guided by their individual starting points. There is a secure understanding of what each child knows and can do. This knowledge informs what they need to learn next, leading to experiences that build generally well on their current skills and knowledge. Broader professional development opportunities would support the childminder to strengthen her teaching practice and further develop the curriculum for all children.

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Curriculum and teaching Expected standard

The childminder places emphasis on revisiting previous learning. She helps children remember what they have learned. By practising through repetition, they can apply their knowledge in different contexts. For example, she teaches children about what plants need to grow when they plant seeds in the spring. She then builds on this learning in the autumn by taking children to a local farm to pick pumpkins. She helps children understand the natural world better. They learn about growing and harvesting crops through this experience. She plans these experiences carefully. This helps children link new ideas to what they already know. The childminder uses daily routines well to support children's learning and growth. During lunchtime, she encourages discussions about healthy eating and different food groups. She helps younger children understand these ideas by using visual tools, such as a 'healthy eating' plate.

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Curriculum and teaching Expected standard

The childminder frequently observes and evaluates how children are learning and developing. This helps her to track their progress. She shares this information clearly with parents. This helps them understand their children's successes and what steps to take next in their learning. She asks parents what they think about their children's development, and uses this information to guide her future planning. She works closely with parents. This helps her find gaps in children's knowledge, and she then gives specific support to address these gaps. She sees and meets each child's unique needs, helping them progress well from where they began.

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Leadership and governance Expected standard

A clear understanding of the setting's context and strengths is evident. The childminder knows the children and families in her community well and uses this knowledge to shape her curriculum. She focuses on individual needs and places inclusion at the centre of her practice. Families value this approach and often return for childcare during school holidays and for younger siblings.

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Leadership and governance Expected standard

The childminder demonstrates a commitment to professional development, particularly in supporting children who may experience barriers to learning. She keeps her knowledge of how children learn and of special educational needs and/or disabilities up to date. She uses this knowledge to adapt her curriculum and teaching for individual children. The childminder's understanding of their individual needs, interests and stages of development helps her provide experiences that support their learning generally well. Further professional development would enhance the childminder's teaching practice and curriculum knowledge. This would help her to provide increasingly effective learning experiences for all children, supporting them to make progress and develop the skills they need for future learning. The childminder works effectively with other professionals, including health visitors and local authority advisers, when required. She identifies concerns quickly and takes prompt action

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Leadership and governance Expected standard

to secure appropriate support for children and their families. This helps to provide a coordinated approach to children's care and learning, enabling them to make progress and achieve positive developmental outcomes.

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Leadership and governance Expected standard

Parents speak highly of the childminder and value the care and education she provides. They appreciate her professionalism, clear communication and commitment to children's wellbeing and development. The childminder works closely with parents to promote continuity in children's learning and development. She regularly shares information about children's progress and next steps and provides guidance on areas, such as toileting and sleep routines. This helps parents to support key developmental milestones and maintain a consistent approach at home and in the setting.

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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 enjoy a curriculum that reflects their needs and interests. As a result, they thrive and make typically steady progress in their learning and development. Children benefit from plenty of opportunities to explore and investigate, and they do so with enthusiasm. Through these experiences, children develop confidence, independence and resilience. Children of different ages learn successfully alongside one another. Older children regularly invite younger children to join their activities, helping them feel valued and develop a strong sense of belonging.

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

Supporting children's communication and language development is a clear priority in the childminder's practice. Children take part in meaningful conversations and make good progress from their starting points. They enjoy a warm, homely environment where they feel safe and confident to share their ideas and opinions. Throughout daily activities, children build their vocabulary and understanding. They grow in confidence when expressing themselves and recognise that their views are valued.

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

Children understand the setting's routines and the childminder's expectations. There is a culture of kindness, cooperation and respect. Older children show care and consideration towards younger children and recognise that they are still developing their communication skills. For example, during snack time, older children encourage younger children to try new foods and help them count strawberries in a bowl. These positive interactions strengthen younger children's confidence, communication skills and early mathematical understanding. Children behave well and consistently demonstrate kindness and respect towards others.

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

Children participate in a wide range of enjoyable learning experiences. The quality of teaching is consistently meaningful and supports children's learning effectively. Children enjoy outdoor learning and experiences within the local community, including visits to the beach, pier and local play gym. These experiences help children learn how to keep

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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 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. themselves safe, build confidence in unfamiliar situations and develop important social skills. As a result, children are well prepared for the next stages of their learning.

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Next steps

The childminder should engage in a wide range of professional development opportunities to further develop her teaching skills to help improve children's outcomes.

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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 6 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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