Childminder in CambridgeshireOfsted report card, 16 Sept 2026

Childminder

Unique reference number (URN): 2878983 Registered with Ofsted: 20/02/2026 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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Achievement Expected standard

All children progress well through the curriculum, in particular those who face barriers to their learning. The childminder takes account of their personal circumstances and provides experiences that some children would not otherwise have the opportunity to enjoy. For example, children attend local story groups and visit the library, along with trips to the zoo and farm. This broadens children's understanding of the world around them and gives them confidence to explore.

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Achievement Expected standard

Children are confident and seek support when they need to. Children benefit from consistent expectations and praise. They respond well with smiles and joy as their efforts are celebrated. Children receive effective support to develop skills and knowledge that prepare them for their future learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has established a warm, nurturing environment, where children understand and respond to clear and consistent expectations for behaviour. Daily routines are well established, helping children to feel secure, confident and settled as they move between activities. The childminder promotes a strong culture of kindness and respect, regularly reinforcing expectations around sharing, turn-taking and supporting one another. As a result, children behave well overall and demonstrate positive attitudes to play and learning.

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Behaviour, attitudes and establishing routines Expected standard

Children show that they are beginning to form friendships with each other. For example, children play alongside each other and often engage in similar play to the child next to them. The childminder builds close relationships with children. They show that they are very settled and content in her care. Children have positive attitudes to learning and show sustained engagement in learning through planned activities and during free play. For example, children enthusiastically explore 'magic water' painting mats, noticing and talking about the colours that appear.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes positive attendance in her setting. Parents inform her of any changes to their usual routines so that she is aware of how to support children.

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Children's welfare and wellbeing Expected standard

The childminder has created a welcoming space where the children feel happy and are settled and content. She knows the children well and uses her knowledge to provide activities and resources that they will enjoy. The childminder builds sensitive relationships with the children so that she can meet their individual needs. For example, she ensures that individual care routines are maintained across home and in the setting.

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Children's welfare and wellbeing Expected standard

The childminder is attentive to children's care needs and supports children to develop an understanding about healthy lifestyles. For example, she encourages children to wash their hands before they eat lunch and to take a drink regularly from their water bottles. She is alert to when children need their nappy changed or need some help. She understands that children may need a little extra support to understand what is happening now and next. The childminder considers the emotional welfare of all children in her care. However, she is not always consistent in supporting children to develop their independence. At times, she is quick to step in and help children before they have sufficient time to try for themselves. This limits opportunities for children to develop confidence and problem-solving skills.

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Children's welfare and wellbeing Expected standard

The childminder generally promotes children's understanding of healthy lifestyles and encourages them to develop positive habits from an early age. Children learn about the importance of oral health through stories and engaging activities. The childminder works closely with parents to ensure that children eat healthy and nutritious meals.

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Curriculum and teaching Expected standard

The childminder creates a language-rich environment. There is much conversation between the childminder and children. The childminder offers a narrative as she interacts with children, introducing new vocabulary or asking questions about children's play. For children whose language skills she is currently monitoring more closely, she uses single words and checks for understanding, paying attention to nonverbal cues. In this way, the childminder ensures her curriculum and teaching are inclusive.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of the curriculum she offers. She prioritises communication and language, early mathematics and children's personal, social and emotional development. Daily routines are planned to give children a balance of child-led exploration and adult-guided learning, including stories, singing and opportunities to develop physical skills outdoors. However, there are occasions when the childminder does not consistently follow children's interests to extend their learning and engagement.

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Curriculum and teaching Expected standard

Mathematics skills are woven throughout the curriculum so that children develop an understanding through play opportunities. For example, during snack time, children are supported to cut fruit in half while the childminder introduces and reinforces mathematical language such as half and whole.

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Inclusion Expected standard

The childminder knows children and families well. She uses this knowledge to understand children's needs and any barriers to learning or wellbeing. The childminder identifies children's needs through closely observing them. If a child is identified as having a barrier to learning, the childminder works with the parents to ensure that children receive the support they need. The childminder understands that children develop at different rates. Although she has not yet identified any additional developmental needs, she can explain how she would observe a child, discuss concerns with parents and seek advice from relevant professionals where appropriate.

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Inclusion Expected standard

The childminder understands how to use additional funding appropriately to support children's individual needs. She also signposts parents to information about early years pupil premium funding where appropriate. The childminder promotes an inclusive environment, where diversity is valued and celebrated. Children have opportunities to learn about a range of festivals, cultures and beliefs. For example, children visit places of worship. This helps them develop an awareness and appreciation of the similarities and differences between themselves and others.

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Leadership and governance Expected standard

The childminder demonstrates a sound understanding of the children and families she supports as well as the context of the local area. She recognises the importance of identifying children's needs promptly and implementing appropriate strategies to address gaps in learning. The childminder reflects on her own knowledge and practice, recognising areas of strength alongside priorities for development. This includes strengthening her knowledge of how to support children who face barriers to learning, including those who require individual interventions to develop better self-regulation.

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Leadership and governance Expected standard

The childminder has close partnerships with parents. She includes and updates parents at all stages to ensure that they work as a team to gain the best outcomes for their child. Parents comment on the childminder's delivery of an extensive range of learning experiences and can see the significant improvements in their child's learning. They value the communication that they receive and feel supported. The childminder meets with early years professionals, including other childminders, to share positive practice. She is committed to improving her knowledge and skills. The childminder maintains policies, procedures and records to support the running of the setting. She understands her statutory responsibilities and implements these in day-to-day practice.

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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 valued and well cared for at this childminder's provision. She is kind and caring, which supports their wellbeing. Children form close relationships with the childminder. They are happy and relaxed there and show that they feel safe. The childminder is aware of the children's individual interests. She uses this to create activities that engage children for long periods of time.

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

All children make progress in their communication and language development. From an early age, children listen attentively to the childminder and watch her as she speaks to them. They respond well to her instructions and are developing their understanding of language. The childminder supports children's vocabulary development by introducing new words and explaining their meaning in context. For example, during tidy-up time, children find a cast and the childminder introduces the word 'cast' and explains what it is used for.

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

Children benefit from an environment that offers suitable opportunities for exploration and investigation. They enjoy regular outdoor play, visits within the local community, and activities that help them learn about healthy lifestyles and the world around them. For example, the childminder provides activity packs for children to take home, supporting parents to engage in their children's learning and development. Children enjoy sharing these experiences with their families, helping to strengthen the links between home and the childminding setting.

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

Children's social development is promoted well. They play alongside one another, share resources with support, and respond well to calm guidance when disagreements occur. Children's uniqueness is valued. Home languages are displayed and valued in the setting. Cultural events are celebrated, and parents are encouraged to contribute information about

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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Facts and figures used on inspection

their home languages, traditions and cultural experiences. This helps children recognise themselves in the environment and supports their developing identity.

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Next steps

The childminder should focus more precisely on the emerging interests and individual learning needs of children during adult-led activities to ensure that they make the best possible progress. The childminder should help children to develop their independence by allowing them to do things for themselves.

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About this inspection

The inspector spoke with the childminder and children 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 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. 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 .

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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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