Childminder

Childminder

Unique reference number (URN): 2851677 Registered with Ofsted: 20/11/2025 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

Children make typical progress in all areas of their learning and development. The childminder supports children effectively to build on these skills from their individual starting points. She supports children's development effectively, ensuring that learning experiences are appropriately matched to their individual needs.

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Achievement Expected standard

Children are sociable and enjoy engaging with the childminder and their peers. For instance, children regularly visit other childminders and their minded children. These experiences enable them to learn to cooperate with others, take turns and play alongside each other.

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Achievement Expected standard

Children are prepared for the next stage of their education. For example, they build on their self-care skills. They receive encouragement to manage tasks for themselves, such as learning to use the toilet and how to put their shoes on. Children develop a strong sense of responsibility as they learn to tidy away toys and help keep the play environment safe. They recognise that when the tidy-up song is played, it is time to put resources away. Older children confidently tidy independently, while younger children are encouraged and supported to take part and develop these skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a warm and homely environment where children feel safe, have fun and develop positive relationships. She promotes a positive 'can-do' attitude, supporting children's confidence and self-esteem. Children take on activities with confidence and the childminder typically encourages them to develop positive attitudes and helps them to manage risk and try new things. However, at times, the childminder does not consider the amount of resources available to help children to remain focused and engaged in activities. Children occasionally lose interest and move onto another activity.

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Behaviour, attitudes and establishing routines Expected standard

The childminder knows children's routines and individual needs well. She builds strong relationships with parents and carers and communicates effectively with them to gain a good understanding of each child. She uses this knowledge to make appropriate adjustments to routines to meet children's individual needs. For example, she adapts her daily routines to ensure that all children have opportunities to take part in trips and experiences within the local community. This enables all children, including those who may face barriers to their learning, to access and benefit from the same experiences.

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Behaviour, attitudes and establishing routines Expected standard

The childminder talks to parents about the importance of regular attendance and follows up when children do not attend as expected to ensure their wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder provides a warm and welcoming environment for children, where they form trusting and secure relationships. She is responsive to children's needs and typically supports their wellbeing. The childminder builds relationships with them that generally help them feel secure and confident to learn. The daily routines provide children with opportunities for children to develop their independence in self-care skills in an age-appropriate manner. For example, older children know to wash their hands before sitting down for lunch. The childminder is aware of safer eating guidelines and shares information with parents to ensure that lunch boxes meet nutritional and safety expectations.

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Children's welfare and wellbeing Expected standard

The childminder follows safe-sleep practices. She provides quiet times for children and understands the importance of this to help them reset and regain their focus on learning. Children have access to a separate space to rest. This ensures that they feel secure, settled and take the rest they need.

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Children's welfare and wellbeing Expected standard

Embedded and well-structured routines support children's emotional wellbeing and encourage them to make positive choices. The childminder supports children to understand how to keep themselves safe during physical activity. For example, she encourages children to participate in music and movement activities on the rug, helping them to understand how to move safely and reduce the risk of slipping.

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Curriculum and teaching Expected standard

The childminder shows a clear understanding of child development. She uses this knowledge to create a curriculum to support children's individual needs. The childminder uses children's interests to enable them to lead on their own play. She sets clear learning goals and provides valuable experiences that build on what children already know and can do. Progress is guided by their individual starting points.

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Curriculum and teaching Expected standard

The childminder provides a varied range of books and traditional stories. She uses these to introduce vocabulary and ideas that support children's emerging language. The childminder engages with children during play and introduces new words linked to their experiences. For example, asking the children 'How many owl's are nesting on the perch?'. However, as the childminder provides a large number of resources at any one time, this can make it difficult for children to sustain their engagement in their play and learning.

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Curriculum and teaching Expected standard

Children enjoy their time outdoors. The childminder incorporates daily outdoor learning in the garden as well as in the community. This enables children to explore the natural environment while developing their physical skills. Children enjoy regular trips to the local park and on trips beyond the childminder's home. These experiences enable children to observe nature and develop their understanding of the world around them.

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Inclusion Expected standard

The childminder is committed to ensuring that every child is included and able to participate fully in her provision. She gets to know children and families well. This enables the childminder to understand each child's interests, routines and home experiences. This allows her to adapt the provision thoughtfully so that all children can access meaningful experiences.

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Inclusion Expected standard

Children's individual needs are identified through ongoing observations, starting point assessments and close partnership with families. The childminder understands how to adapt her practice according to children's individual needs. She follows a clear graduated approach to monitoring children's development and responding swiftly to any emerging concerns. She adapts activities to ensure each child can participate meaningfully. Any concerns are discussed promptly with parents. When additional support is required, she knows how to work with other professionals to secure timely guidance.

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Inclusion Expected standard

The childminder's commitment to her own professional development enables her to identify further training that will continue to strengthen her support for children with special educational needs and/or disabilities, those who may experience barriers to learning and children who are disadvantaged. For example, she has recently completed Makaton training and plans to embed this into daily practice to support children who may have communication and language needs. The childminder knows how to use additional funding to support the next stage in children's learning.

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Leadership and governance Expected standard

The childminder has a clear understanding of the strengths within her provision and can identify areas for further development. She provides high quality education and care for all children and consistently makes decisions that are in their best interests. Professional development has a positive impact on her practice. The childminder maintains up to date safeguarding training and implements procedures effectively. She engages with professional networks to stay informed about current guidance and uses this to refine her provision. However, some recent communication and language training is not yet fully embedded into daily practice. For instance, strategies such as using signs to enhance language development are not yet consistently used. This means it does not always have the intended impact on strengthening the curriculum and children's communication even further.

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Leadership and governance Expected standard

Partnerships with parents and carers are well established. Parents report that the childminder communicates regularly and keeps them informed about their children's learning and development. This effective communication supports continuity of care enabling the children to thrive.

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Leadership and governance Expected standard

The childminder acts with children's best interests at heart to support and reduce barriers to their learning. She gets to know children and their families very well and is responsive to their individual needs. This knowledge enables her to use any additional funding purposefully so that it has a positive impact on individual children. For example, she has recently enhanced the outdoor area to help children develop their confidence as well as their physical skills even further.

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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 enjoy their time in this warm, homely setting. They settle into play with confidence and show that they feel secure and content. Children explore the childminder's home with curiosity. They engage with the activities available and show interest in their surroundings. Children enjoy their learning and continue to make progress through a range of experiences that build on what they already know and can do. They form positive friendships and play cooperatively, sharing resources and taking turns. Older children show kindness and

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Inspector:

consideration towards younger children. For example, during story time, they help younger children collect a cushion so they can sit comfortably.

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Inspector:

Children lead their own play as they explore a wide range of experiences that ignite their curiosity. They enjoy sensory activities, such as feeling and comparing the different textures used to build the 'Three Little Pigs' houses. Children talk confidently about their interests. Mathematical concepts are introduced naturally as they emerge through play. For example, the childminder asks whether the owl is on the high or the low perch, helping children develop early understanding of positional language. Children enjoy listening to stories and respond with increasing confidence, showing a growing interest in language and communication.

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Inspector:

Children develop independence through familiar daily routines. They know to wash their hands before eating and confidently follow the rules that the childminder consistently reinforces. For example, when out in the community, children understand that they must line up against the wall before safely getting into the car. These consistent routines help children understand what happens next and supports their growing awareness of how to keep themselves and others safe.

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Inspector:

The childminder continuously monitors children's development through ongoing observations. She uses this information to inform her planning and provide opportunities that support children's progress. Her inclusive approach enables all children to build positive relationships and make steady, sustained progress in their learning.

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Next steps

The childminder should continue to embed recent training into daily practice so that it has a sustained impact on strengthening outcomes for all children. The childminder should review the learning environment so that distractions are reduced and children can sustain deeper engagement in their play.

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About this inspection

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

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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

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

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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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