Childminder

Childminder

Unique reference number (URN): 2876038 Registered with Ofsted: 24/03/2026 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 understand the childminder's high expectations right from the start. Rules and boundaries are clear and are reinforced consistently in an age-appropriate manner. Children, including those who are very new to attending, understand the routines because they are embedded from the outset. They listen carefully and are quick to follow instructions. They learn and play with their friends and begin to be mindful of each other's feelings. Children understand that babies, and their friends who may struggle with some aspects of the day, need more attention at times. They manage this maturely, busying themselves with play and waiting their turn for more focused interactions with the childminder.

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Behaviour, attitudes and establishing routines Strong standard

Children's individual circumstances and needs are taken account of well. The childminder is a calming influence and a very positive role model, helping children to behave well. When there are behaviour issues, parents and carers are involved swiftly. Clear, consistent strategies are applied at home and in the setting, making a demonstrable difference to children's behaviour very quickly. This supportive approach helps families and children to maintain regular attendance. The atmosphere is happy, fun and conducive to children's learning and emotional wellbeing.

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Achievement Expected standard

Children typically make appropriate progress across all areas of their learning. They develop key foundational knowledge and skills to support their future education and to help them thrive in life. Children show mature attitudes towards independence and are keen to manage tasks themselves, such as putting their puddle-suits on and taking them off for outdoor play. They develop their language skills as they enjoy back-and-forth interactions and begin to engage in conversation. Children enjoy playing outside in all weathers, filling and emptying containers as they test out their strength and control during water play, for instance. They roll a ball to each other and explore sensory resources, developing their general understanding and breadth of experience. Children with inclusion needs typically make progress from their starting points, developing key social and personal skills. Children with challenging family circumstances form secure attachments with others, supporting their

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Children's welfare and wellbeing Expected standard

Children's care needs are understood from the outset and routines are followed from home, where possible. Babies are cared for sensitively, and children build secure bonds with caring adults. They enjoy close attachments with the childminder, which promote their emotional wellbeing and development. Children learn about the facial expressions that reflect emotions and typically begin to manage their emotional responses. The childminder reminds children how their actions may make others feel. They respond well and generally modify their behaviour on reflection.

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Children's welfare and wellbeing Expected standard

Sleeping and eating procedures are typically well considered, taking children's age and stage of development into account to keep them safe. Children learn how to prepare foods in different ways, taking measured risks in a safe environment. They use appropriate tools for tasks, such as peeling an apple and grating a carrot. Children enjoy managing these tricky tasks and trying the fruit and vegetables they prepared. They decide they prefer their carrot grated rather than cut, and the apple peeled. Children learn that their friends should not eat certain foods and remember that this keeps them safe and well.

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Curriculum and teaching Expected standard

The childminder knows children well and generally understands what they need to learn, now and next. She makes appropriate assessments of their development and identifies their next steps in learning, communicating these to parents and carers appropriately. Physical skills and personal development are prioritised, with lots of activities to promote coordination, control and age-appropriate progress. The childminder sensitively considers children who may have special educational needs and/or disabilities to help all children enjoy their learning. Children are generally chatty, hear a range of contextual vocabulary and enjoy playing and learning alongside their peers. However, during some larger group activities, teaching is not always differentiated clearly to help all children get the most from the planned learning.

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Curriculum and teaching Expected standard

Interactions are generally engaging and thoughtful, and the childminder uses children's interests to sustain their attention. For instance, when children are interested in vehicles, the childminder helps them count using cars and trucks. Sensitive interactions with babies support their early personal development and emotional wellbeing. Babies are very well cared for, although, the childminder is new to supporting the youngest babies' early learning, and her understanding is still developing. She is keen to build her knowledge and practice in this area to support their development from the outset.

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Inclusion Expected standard

The childminder understands the importance of identifying and assessing children's needs early and accurately. She understands how to make referrals for additional support and advice and how to monitor ongoing support. Where children have emerging or identified needs, the childminder engages with parents and carers and other professionals to ensure strategies are applied appropriately. This helps to close some developmental gaps. For instance, the childminder works with other adults to support children's speech, using interventions to promote language development.

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Inclusion Expected standard

The childminder understands how to identify vulnerable children and the support they may need. She has undertaken some training to enhance her understanding of supporting a range of needs. For instance, she understands how to support children who may struggle with social and emotional development. The childminder generally adapts teaching to reflect children's developmental stage. For instance, she supports children carefully to use tools during activities, as she knows their actions may be impulsive. Typically, children with inclusion needs make appropriate progress from their starting points, are prepared for their next stage of education and thrive. They develop social skills and become independent individuals.

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Leadership and governance Expected standard

The childminder demonstrates a sound understanding of the context of the setting and the needs of the families attending. She typically reflects on her provision, identifying strengths and some areas for further development. The childminder generally attends training in response to children's needs or where she feels her understanding could be enhanced. For instance, she plans to complete further learning around how babies develop to support her teaching and interactions. Decisions are made with children's best interests in mind, with a focus on children who are disadvantaged, vulnerable or have barriers to their learning.

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Leadership and governance Expected standard

The childminder works closely with other adults in the setting, such as to assess children's development, address any gaps and plan for their next steps in learning. The childminder operates a key-person system with other adults in the setting and builds relationships with her key families that support children's learning. The childminder shares ideas and reflections with other early years professionals and values their experience, which helps support her in her role. She is committed to providing high-quality care and experiences for children and to supporting families well.

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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 flourish here, in the care of the kind and calm childminder. They enjoy their day, with a clear understanding of the routine. Knowing what comes next in their day helps children to feel safe and secure as they play and learn. They join in with tidying up and know that lunch comes next, but they must wash their hands first, for instance. Children develop independence skills and quickly learn to manage personal-care tasks for themselves. This helps them begin to understand about their bodies and how to stay healthy and well. Children learn about their emotions by looking in a mirror and beginning to recognise facial expressions that reflect different feelings, for example. Expectations are clear and are reinforced in an age-appropriate manner, supporting positive behaviour.

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

Young babies benefit from close attachments with the childminder, which they build very quickly as she rocks and feeds them in her arms. Babies build core muscles through tummy- time activities and begin to sit with support, reaching for toys as they begin to recognise familiar people and objects. Children play and learn, inside and outdoors. They enjoy a range of activities that reflect their interests and help them develop the knowledge and skills they need to thrive throughout their education and in life. Children who experience barriers to their learning and/or wellbeing achieve well and are supported to make progress from their starting points. They benefit from thoughtful teaching that is generally well adapted to support their individual circumstances and needs. Children's families are welcomed and bonds are built, supporting a mutual understanding of the importance of early learning and socialising for all children from a young age.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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 enhance her knowledge and understanding of how babies develop to promote their early learning even further. The childminder should reflect further on practice and differentiate activities with more precision to support all children's learning with even more focus, particularly during larger group activities.

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About this inspection

The inspector spoke with the childminder, co-childminders, children, parents and carers 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 11 September 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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