Childminder in CambridgeshireOfsted report card, 16 Sept 2026

Childminder

Unique reference number (URN): 2780030 Registered with Ofsted: 10/05/2024 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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Achievement Expected standard

Generally, children make progress in all areas of their learning, including those who may face some barriers. They develop their understanding of emotions, begin to learn how to take turns in small groups and play alongside their peers in the setting. Outings in the local community help children to learn about the area in which they live. For example, they visit local cafes, shops and outdoor spaces. Children learn good manners and how to interact politely with adults when buying items from the shops. They also socialise in a small group in the setting. This supports children's social interactions at a young age. That said, further opportunities to develop children's social interactions as they get older have not yet been fully embedded.

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Achievement Expected standard

Children develop the skills they need for their next stage of learning. For example, they begin toilet training, learn to get themselves dressed and carry out basic hygiene procedures by themselves. They develop their independence by making choices about their play and learning and communicate their wants and needs effectively with the childminder.

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Behaviour, attitudes and establishing routines Expected standard

Children attend the setting consistently, and routine attendance is promoted for all children and families. This helps children feel happy and settled at the setting and helps them to begin to understand clear routines and boundaries in place. Typically, children sit and engage well in group activities. Occasionally, younger children struggle to focus for longer periods of time and can distract older children during their learning.

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Behaviour, attitudes and establishing routines Expected standard

Older children confidently demonstrate their secure understanding of rules and boundaries. For example, they talk about familiar rules with their peers, such as washing their hands before mealtimes. Additionally, children begin to understand daily routines and know what to expect next. For instance, children recognise that after group singing it will be lunchtime. They anticipate story time after lunch, confidently selecting their choice of books and sitting on the rug patiently, ready for the childminder to read.

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Behaviour, attitudes and establishing routines Expected standard

Children have a positive attitude towards their learning. They are eager to join in group activities and find out what the childminder has planned for them.

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Behaviour, attitudes and establishing routines Expected standard

Through positive and responsive relationships, the childminder helps children to feel safe at the setting. They look to the childminder for help and communicate their needs effectively.

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Children's welfare and wellbeing Expected standard

Generally, children demonstrate an understanding of hygiene and how to keep themselves safe and healthy. For example, after using the potty, older children ask, 'Do I need to wash my hands now?' Additionally, children talk about the wonderful fruits and vegetables they have been growing in the garden. They recall learning as they talk about the process they followed and how they look after the plants. Furthermore, children understand why they must wash the fruit and vegetables before eating them, explaining, 'They might be dirty or have little bugs on them.'

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Children's welfare and wellbeing Expected standard

Children's emotions and feelings are recognised and acknowledged throughout their time at the setting. For example, the childminder talks to children about how they are feeling and why they are feeling this way. They talk in a small group about how they can help each other feel better. Additionally, when younger children become upset, the childminder talks aloud in the group about the reasons why they may be feeling sad. This helps children to develop a deeper understanding of feelings and recognise the emotions of others.

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Children's welfare and wellbeing Expected standard

Children who face barriers to their learning are well supported, and additional help to overcome barriers to children's wellbeing is prioritised. Additionally, the childminder works with families to support children's welfare and wellbeing alongside building strong and secure relationships with children. She knows the children very well, and this enables her to meet their needs effectively.

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Curriculum and teaching Expected standard

The curriculum is planned around children's interests and next steps. The childminder adapts this effectively to support children's continued learning and progress. For example, she has recently incorporated planned learning opportunities focused on emotions and feelings. This has helped children to begin understanding and managing their own feelings and those of others. Furthermore, children learn to recognise and communicate the reasons why they may feel this way. Typically, the curriculum plans for learning opportunities that teach children the foundational skills they need for their next stage of learning. This includes developing their language and communication skills through singing, reading and conversations.

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Curriculum and teaching Expected standard

The childminder explains how she would like to develop her curriculum even further to incorporate different cultures. She has recently purchased resources about the world, such as a map and globe. These have been added to the setting alongside culturally diverse resources, such as books about disabilities and dolls with a range of skin colours. The childminder is currently extending her practice further to help children understand the similarities and differences between themselves and others.

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Curriculum and teaching Expected standard

The childminder supports children to recall previous learning and activities. For example, she asks, 'Do you remember when we planted the seeds? What did we do?' Children are encouraged to think carefully about the experience and recap learning, sharing what they can remember. This helps them to solidify new knowledge and consolidate their learning effectively. Open-ended questions throughout children's play and learning also help them to think for themselves, develop new ideas and share their thinking process. For instance, the childminder asks, 'What do you think?' and, 'What would you like to do?' as children explore the sandpit and begin to engage in make-believe play.

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Inclusion Expected standard

Through close professional relationships with children and families, the childminder is able to find out relevant information that may impact children's learning and/or wellbeing. For example, she talks to parents about updates and changes at home that highlight recent house moves or new baby siblings. The childminder recognises how this may impact children and implements learning opportunities that support children through transitions. For example, she finds new books about having a new baby sibling at home, and this prepares children effectively for new changes. Typically, the steps that are taken help children to make continuous progress. For instance, where children struggle to separate from parents, due to changes at home, a display of the daily routine helps children to understand what is happening next. This helps to reduce barriers to children's learning.

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Inclusion Expected standard

The childminder has a general knowledge of how to support children with special educational needs and/or disabilities. She understands how to observe, plan and reflect on what children are learning and how this can be used to support referrals to other agencies when needed. She knows who to contact regarding any advice or guidance that is needed and how she may use this in the setting to support children's ongoing development. Additionally, she is aware of children receiving additional funding, and how this should be used.

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Leadership and governance Expected standard

Typically, the childminder works in partnership with parents and other professionals to support children's learning and development. Parents comment on the consistent communication in place and how they are regularly updated on their children's progress. The childminder has plans to support future transitions for children who are moving on to new early years settings and plans to share relevant information with professionals to support children's wellbeing and learning as they move on to their next stage of learning.

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Leadership and governance Expected standard

The childminder is passionate about improvement and works hard to continue the development of her setting. She makes decisions in the best interests of children, particularly those with special educational needs and/or disabilities or those who are facing barriers to their learning. She is reflective of her practice. She regularly makes notes about parts of her practice that have gone well and other areas that she wants to adapt in the future. Additionally, she has a positive attitude and approach to her work, and this helps her to continuously make improvements to her teaching and raise the standard of care and education 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 are happy and confident at the setting. The childminder welcomes them into her homely setting, where she helps them to feel valued and develop their sense of worth. Children are proud of their setting and are eager to talk about the wonderful things they have been doing. For example, they look at the vegetable garden and recall past learning, talking about how they planted the seeds, covered them with mud and watered them to help them grow.

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About this setting

Register(s): EYR, CCR, VCR Children are wonderfully kind to each other. They play together in a small group, sharing resources and experiences with each other. For example, they explore tea bags and a teapot in the tray, sharing with peers, so they can smell the different teas. They talk about what they can smell.

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About this setting

Children who face barriers to their learning benefit from well-planned learning opportunities that support their individual learning and next steps. The childminder carefully monitors children's learning to ensure she plans meaningful learning opportunities that build on what they already know and can do. For example, children enjoy exploring a sensory tray while the childminder models clear language and new words that extend their vocabulary effectively.

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Next steps

The childminder should continue to develop ways to offer further opportunities that support children's social skills and interactions. The childminder should further develop methods to support children to engage and focus on learning opportunities for longer periods of time.

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About this inspection

The inspector spoke with the childminder and children and took account of the views of parents.

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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. Operating hours: Wednesday,Thursday,Friday : 07:30 - 17:00

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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

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 .

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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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