Childminder

Childminder

Unique reference number (URN): 2836438 Registered with Ofsted: 15/07/2025 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children achieve very well in all areas of the curriculum. They engage in a wide range of activities and are learning throughout their day. Children show enthusiasm and joy as they move from one activity to another, demonstrating confidence to make choices. For example, when children finish filling and emptying various water containers, they move quickly to the balance bikes and ride them around the garden. This means children are developing and improving their physical skills, for example strength and balance. They show persistence when completing tasks. For example, they repeatedly fill a cup from the water jug without spilling it.

p.2

Achievement Strong standard

Children with special educational needs and/or disabilities are progressing well and are prepared for their next stage of learning. For example, children experiencing speech and language delay are progressing quickly due to targeted teaching and resources.

p.2

Achievement Strong standard

Children are learning to regulate their emotions. They patiently wait for their turn, showing consideration for others. They follow daily routines, which means they are secure with a positive sense of self.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children clearly feel confident and secure when joining the childminder at the start of the day. She has instilled routines that enable children to separate easily from their parents. They enter happily and excited for their day ahead.

p.2

Behaviour, attitudes and establishing routines Strong standard

Routines are fully embedded. Children have learned the high expectation of good behaviour and are independent. For example, after entering, children automatically go to their coat peg to hang up their belongings. They remove items from their bag and put them in their place for the day. The childminder praises these behaviours. These routines help children to feel accomplished and valued.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder models politeness and good manners. For example, she repeats 'please' and 'thank you' when interacting with the children. She is calm and has created an environment where children are thriving. They demonstrate an understanding of her expectations. For example, they readily change into outdoor footwear before entering the garden.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children show excitement when preparing for lunch. They quickly tidy away their toys and get ready to wash their hands. Their hygiene habits are rooted in repeated daily routines. Toddlers are encouraged to find their own placemat, cup and bowl from the drawer.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder follows first-day absence procedures and emphasises the importance of attendance and punctuality.

p.2

Children's welfare and wellbeing Strong standard

The childminder always prioritises welfare and wellbeing. She knows her children very well and is ready to adapt her practice to meet their changing needs. For example, she helps children to regulate their emotions using distraction and by altering routines when needed. This helps children to quickly regain emotional stability and security.

p.3

Children's welfare and wellbeing Strong standard

The childminder ensures her younger children are safe from accidents and harm. For example, she uses gates to ensure stair safety. She supervises children closely while also facilitating independence when appropriate. For example, she allows children to go up the stairs independently but assists them to come down. This allows children to progress in line with their learning and development.

p.3

Children's welfare and wellbeing Strong standard

The childminder provides healthy snacks for the children, which they clearly relish. Children make healthy choices. For example, they eat their fruit before their breadsticks. The childminder sits facing children while they are eating, making this a safe social experience.

p.3

Children's welfare and wellbeing Strong standard

Babies are provided with travel cots for sleeping. Toddlers progress to sleeping mats. Sleeping is carefully monitored by regular checks and camera monitors. The childminder has thoughtfully adjusted sleep and lunch routines to suit the children's needs.

p.3

Children's welfare and wellbeing Strong standard

The children have formed a strong bond with their childminder. Families are consulted daily using an online app. The childminder's welcoming and collaborative approach means that children's welfare and wellbeing are jointly monitored. The childminder has a trusted relationship with her families, which includes grandparents as well as parents. This means that children benefit from collective care and support.

p.3

Curriculum and teaching Strong standard

The childminder demonstrates a clear understanding of the curriculum and designs her activities to create a stimulating learning environment where children progress thoroughly. Children move with confidence and delight from one learning station to another. The childminder sits with the children, encouraging and guiding them in their learning.

p.3

Curriculum and teaching Strong standard

Mathematical language is explicitly and carefully woven into all activities. For example, when playing with wooden blocks, the childminder points out the different shapes and how they fit together. When playing with the wooden house, she talks about being inside, outside and on top.

p.3

Curriculum and teaching Strong standard

The childminder uses books and songs to explore communication and language. Actions are used to accompany songs, which children evidently enjoy. The childminder sequences learning through books. For example, when introducing the book 'Gruffalo Granny', she takes the children on a 'Gruffalo trail', speaking about the book throughout the experience.

p.3

Curriculum and teaching Strong standard

When teaching children about farming, the childminder organises a trip to the local farmers' market, where children experience choosing and paying for produce. This reinforces children's learning with real-life experiences. The childminder constantly extends children's language skills and enriches their vocabulary. For example, during water play, the childminder encourages the children to squeeze the pipette. When exploring the bug house, the childminder speaks about the magnifying glass. This encourages growth and understanding of language.

p.3

Inclusion Strong standard

The childminder quickly identifies children's existing and emerging needs and is swift to address these at the earliest opportunity. She is proactive in ensuring that all children with special educational needs and/or disabilities (SEND) and children facing other barriers to learning are fully considered in her inclusive practice. For example, she gains advice and assistance from the local authority adviser.

p.4

Inclusion Strong standard

When emerging needs are identified, the childminder works closely with parents to ensure a collaborative approach to overcoming barriers to learning. For example, when children face difficulties with communication and language, she uses detailed professional assessment procedures to identify difficulties and shares her findings with parents. Assessments inform the children's next steps of learning, which are addressed at home as well as in the setting. This collaborative practice results in children receiving the best chance of overcoming difficulties.

p.4

Inclusion Strong standard

The childminder is fully prepared for any emerging SEND and/or other barriers to learning. Her continued professional development reflects an enthusiastic commitment to inclusive practice. Her ongoing learning means that she is knowledgeable and ready for any adaptions and reasonable adjustments that may be required in the future.

p.4

Inclusion Strong standard

The childminder ensures that children have full access to a wide range of activities and equipment. This means that children enjoy learning at a suitable pace with a degree of challenge that is both stretching and rewarding.

p.4

Leadership and governance Strong standard

The childminder has established a safe, nurturing environment where children's learning and care needs are met. She has realised her vision to create a home-from-home setting where children are happy and secure. The childminder has accomplished this through careful planning and implementation.

p.4

Leadership and governance Strong standard

The childminder is committed to continued professional development. This ensures she is capable and ready for emerging changes in the future. For example, she is fully prepared to meet the needs of children with special educational needs and/or disabilities and those facing other barriers to learning. She plans to complete higher professional qualifications, demonstrating her commitment to good practice.

p.4

Leadership and governance Strong standard

The childminder works closely with parents and external providers, for example the local authority adviser. This means she secures the best education and care for children. She networks with other local practitioners, often joining together for outdoor activities. This facilitates sharing of good practice as well as providing wider social opportunities for the children. The childminder manages her workload effectively. She uses one day per week to update children's records, assessments and next steps. This ensures planning is robust. She has established firm relationships with her families. Parents speak of regular communication, daily updates and reliable assessments of their children's learning and development.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children at this setting demonstrate a firm sense of belonging. They are welcomed at the door by the childminder and enter with enthusiasm and excitement for the day ahead. They quickly place their belongings on their named coat hook and immediately move inside to choose an activity.

p.6

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

Children access a wide range of age- and stage-appropriate activities, both indoors and outside in the garden. For example, water trays, planting trugs, sand play and balance bikes are available. Children engage with the childminder while playing, who shows interest in what she is being shown. When children have a particular interest in a certain activity, this is noticed and enhanced for further development. For example, when enjoying water play, children are introduced to various ways of releasing the water, like taps and triggers. Children smile and giggle as they learn and play.

p.6

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

Children are flourishing in this safe, well-designed environment. They bond with the childminder, who knows them well and meets their needs. Independence is encouraged and developed alongside the security and care provided by the childminder. Children benefit from a range of community experiences. They enjoy trips outside the setting. For example, they visit the farmers' market, library and forest, all planned to complement their learning. They socialise well, often meeting up with other childminders and their children.

p.6

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

During learning activities, children take turns and are patient. The childminder models consideration and empathy, explicitly teaching this to children. Social interaction is calm, creating an environment of good behaviour. This means children are fully engaged in their learning and are developing well. Children benefit from the childminder's understanding and recognition of their unique needs. These are addressed swiftly with considerate but ambitious learning goals.

p.6

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

Children's attendance and punctuality are prioritised. They benefit from the continuity of learning and care in this home-from-home environment.

p.6

Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of children, including those with special educational needs and/or disabilities and other barriers to learning.

p.6

About this inspection

The inspector spoke with the childminder and parents during this inspection.

p.6

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

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:30 - 17:30

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Our grades explained

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.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8