Childminder in LeicestershireOfsted report card, 10 Sept 2026

Childminder

Unique reference number (URN): 2778312 Registered with Ofsted: 19/08/2024 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 Expected standard

Children make progress through the curriculum and demonstrate confident communication and language skills. They chat readily with adults and each other and use a broad range of language to express their ideas, thoughts and needs. The childminder typically provides frequent opportunities for children to develop their vocabulary and communication throughout the day, supporting them to become increasingly confident communicators.

p.2

Achievement Expected standard

Children, including those who may face barriers to their learning and/or wellbeing, make progress from their individual starting points. They take pride in what they can do and confidently celebrate their achievements, saying, 'I did it!' This shows their growing self- belief and positive attitudes towards learning.

p.2

Achievement Expected standard

Children are well prepared for their next stage of learning and development. They are developing the independence skills they will need for school, and are encouraged to have a go and persevere with new tasks. Children are keen learners who enjoy new activities and experiences and show enthusiasm as they develop new knowledge, skills and confidence.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has established a positive environment where children feel secure and understand the expectations for behaviour. She builds warm, trusting relationships with children and shows genuine interest in their play and activities. Children confidently approach her for help, reassurance and cuddles, demonstrating that they feel safe and emotionally secure in her care.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to develop positive relationships with others and involves them in decisions about their play. She asks children what they would like to play with and what they would like to do next, helping them to feel valued and respected.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder promotes regular attendance and punctuality. She monitors attendance and takes action when children are absent. She also considers children's ages, stages of development and individual needs when setting expectations. Children are encouraged to develop independence, such as by putting on their own shoes, with younger children receiving appropriate support. The childminder explains the reasons for boundaries; for example, she explains that putting a lid in a mouth could cause injury or lead to the lid being swallowed.

p.2

Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder promotes polite and respectful behaviour. However, expectations for children to use good manners are not reinforced consistently. Consequently, children do not always understand or follow these expectations. Children have suitable opportunities to develop their independence. However, some resources and routines are not fully accessible to younger children. For example, they cannot reach the sink easily to wash their hands without adult support, which limits their ability to manage their personal care independently.

p.2

Children's welfare and wellbeing Expected standard

The childminder provides care that meets children's individual needs and supports their health, safety and emotional wellbeing. She has established warm, responsive relationships with children, who feel secure in her care and confidently express their feelings. Children freely tell the childminder how they feel, helping them to develop emotional security and confidence.

p.3

Children's welfare and wellbeing Expected standard

The childminder provides opportunities for children to explore their physical development and respond to different sensations. For example, children walk across a squishy mat and explore how the liquid moves beneath their feet. This encourages curiosity and helps children to notice and respond to different physical experiences.

p.3

Children's welfare and wellbeing Expected standard

The childminder supports children to develop independence and healthy habits. Children access a drinking tap at their level and confidently pour their own water. They wash their hands before snack and safely use tools to cut fruit. The childminder provides healthy snacks and lunches and promotes positive attitudes towards healthy eating.

p.3

Children's welfare and wellbeing Expected standard

Sleep routines are well established and carefully managed. This provides close oversight and enables the childminder to respond promptly to children's needs while they sleep.

p.3

Curriculum and teaching Expected standard

The childminder provides a broad curriculum that reflects children's interests and supports their learning across the areas of development. She knows the children well and uses everyday experiences and play to extend their learning. For example, she encourages children to listen carefully to the crunch of an apple as they eat, and develops their interest in farm animals through conversations about the animals and creating a farm.

p.3

Curriculum and teaching Expected standard

The childminder gives communication and language a high priority. She uses thoughtful questioning and a rich range of vocabulary to encourage children to talk and sustain conversations. She introduces new words during play and models clear pronunciation, encouraging children to repeat words. She also uses mathematical language naturally, including 'bigger', 'smaller' and 'on top', alongside shape vocabulary such as 'square' and 'flat'.

p.3

Curriculum and teaching Expected standard

Children enjoy sharing books with the childminder and choose stories to read before lunch. However, books and songs are not always used purposefully alongside children's experiences to reinforce and extend their learning. For example, opportunities to build on children's interest in leaves through a book about seasons, or their interest in building through books about diggers and excavators, are missed. As a result, children do not always benefit from the full potential of these experiences to deepen their understanding and develop a love of books.

p.3

Curriculum and teaching Expected standard

The childminder generally adapts her teaching appropriately to children's starting points. For example, she uses shorter words, repetition and a focus on pronunciation when supporting communication development. This supports children to make progress and develop confidence as communicators.

p.3

Inclusion Expected standard

The childminder promotes an inclusive approach and knows the children well. She uses a tracking system to track children's development, identify their strengths and recognise where they may need further support. She typically uses this information to set appropriate and achievable next steps and reviews children's progress regularly.

p.4

Inclusion Expected standard

The childminder adapts her practice to meet children's individual needs and works closely with families to reduce barriers to learning and wellbeing. She values children's individual backgrounds and experiences and reflects these in the provision. For example, she works with families to share recipes and introduce familiar foods and experiences, helping to create consistency between home and the setting.

p.4

Inclusion Expected standard

The childminder is proactive in seeking professional support when needed. She works with the local inclusion team to develop effective strategies to support children's speech, language and communication. The positive impact of this support was evident during the inspection, when she used appropriate strategies to encourage children to communicate and develop their language.

p.4

Inclusion Expected standard

The childminder uses early years pupil premium funding to provide additional experiences and resources, including a dance class and phonics resources. She considers how additional opportunities can support children's development and confidence. She works positively with families and professionals to ensure children receive appropriate support and make progress from their starting points.

p.4

Leadership and governance Expected standard

The childminder is reflective and committed to improving her provision. She regularly evaluates her practice and actively seeks parents' views through feedback forms and discussions, using their comments to identify ways to improve children's experiences. This has also helped to strengthen her confidence in her role.

p.4

Leadership and governance Expected standard

The childminder generally makes decisions based on children's needs and proactively seeks advice and support from other professionals and local services. She keeps her knowledge up to date through the Ofsted website, regular contact with other childminders and meetings to share ideas and good practice. Regular visits from the local authority improvement officer further support her professional development.

p.4

Leadership and governance Expected standard

The childminder is developing valuable links within the local community. Children benefit from opportunities through 'Bike Buddies' and toddler groups. She is also planning visits to a local nursing home, broadening children's experiences and helping them to develop relationships within their wider community.

p.4

Leadership and governance Expected standard

The childminder has identified improvements for the environment, and plans to create a shaded area in the front garden. She maintains positive partnerships with parents, other childminders, professionals and community organisations. These partnerships support her ongoing development and provide children with a broad range of experiences that enhance their learning, development and wellbeing.

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 are active and engaged learners who make thorough use of the wide range of resources available. They develop their fine motor skills through activities such as sticking stickers, colouring and practising cutting skills. Outdoors, children explore water play, pouring water into different containers and experimenting with coloured water. They confidently talk about their ideas, such as by saying, 'I'm making a potion', and explore how different colours can be created. Children develop their physical skills through climbing and using the slide. They also confidently make marks using marker pens at easels. The childminder typically extends children's learning through play, supporting them to develop their ideas and skills.

p.5

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

Children are settled, happy and friendly towards one another. They chat confidently with each other and with the childminder as they play. Children enjoy playing cooperatively and developing shared ideas. For example, while building a house with the childminder using small bricks, they talk about what they are doing and what they plan to build. Children confidently make choices and access resources for themselves. In the outdoor kitchen, they independently find containers and other resources to develop their imaginative play. This helps children to feel valued and gives them a strong sense of belonging in the setting.

p.6

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

Children generally benefit from a stimulating environment that encourages curiosity, creativity, independence and positive relationships. They have many opportunities to explore and investigate, both indoors and outdoors. Children work together in play, negotiate ideas and enjoy shared experiences.

p.6

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

The childminder joins children in their play and skilfully extends their learning. She supports children to develop their confidence, communication and ability to cooperate with others. Children enjoy their learning and are developing the skills and independence they need to flourish.

p.6

Next steps

The childminder should consistently support children to develop positive and respectful interactions with others, including encouraging them to use appropriate manners and demonstrate consideration for others in their everyday interactions. The childminder should consider how she can further sequence children's learning by using relevant books and songs alongside children's interests and experiences, helping to reinforce and extend what children have learned. The childminder should consider the height and accessibility of resources and provide suitable steps for children to independently access the sink, further supporting their developing independence and self-care skills.

p.6

About this inspection

The inspector spoke with the childminder and children and received feedback from parents during the 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 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.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:30

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8