Childminder

Childminder

Unique reference number (URN): 2839913 Registered with Ofsted: 19/05/2025 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 across the 7 areas of learning. They build on what they already know and can do, with appropriate support and encouragement from the childminder. Children demonstrate an understanding of early mathematical concepts, communicate appropriately for their age and respond positively to praise and encouragement. They are developing confidence and are willing to 'have a go' and try new experiences.

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Achievement Expected standard

Children have regular opportunities to develop their fine and gross motor skills. For example, they visit the park daily and use a range of large climbing equipment to develop their strength, coordination and physical confidence. They also enjoy activities such as manipulating dough and threading, which support their hand strength and coordination. During these activities, children recognise and name colours, and use descriptive language such as 'soft' and 'roll'. Children are developing skills and increasing independence to prepare them for their eventual transition to school. Children are starting to demonstrate confidence and pride in what they can achieve.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from simple, predictable routines. They understand the expectations across the setting and behave well. Children use good manners and take care of their environment, including by tidying away after themselves, often without needing reminders from the childminder. These familiar routines help children to manage transitions confidently and feel secure throughout the day.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes regular attendance and punctuality. Parents and carers are made aware of the setting's policies and procedures when they join. Effective arrangements are in place to respond when children are absent due to illness or when they are collected late.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive attitudes to their learning and behaviour. The childminder encourages children to 'have a go' and persevere when they find something challenging. For example, children are supported to have a go at reading familiar stories, manipulating dough and completing threading activities. Children are developing resilience and are learning that they can keep trying when something is tricky. The childminder models good manners, positive interactions and patience, helping children to develop these behaviours for themselves.

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Children's welfare and wellbeing Expected standard

The childminder ensures that children's welfare and wellbeing are at the centre of her practice. She provides a well-organised, home-from-home environment where children feel comfortable and form trusted bonds. This enables children to explore confidently and involve the childminder in their play. For example, children enjoy 'reading' books and confidently select familiar stories. They show the childminder which book they would like by handing it to her and gesturing for her to read. Children develop an effective understanding of personal hygiene and are learning to manage their own care needs with increasing independence. The childminder closely supervises children during snack times and mealtimes, and provides healthy food choices. She effectively promotes children's independence throughout the setting. She understands the importance of developing these skills in preparation for children's next stage of learning,

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Children's welfare and wellbeing Expected standard

The childminder provides a private area for nappy changing and gathers information from parents and carers about children's individual sleep routines. She keeps her knowledge up to date and has responded appropriately to recent changes to safer sleep guidance. She attends relevant training and has made the necessary changes to her practice to promote children's safety and wellbeing.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of what she wants the children in her care to learn. She supports children to develop their independence, speech and language skills and physical development across the day. The childminder regularly promotes mathematics throughout the day and generally builds effectively on what children already know. Everyday routines and play provide opportunities for children to develop their understanding of number, quantity, shape, space and measure.

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Curriculum and teaching Expected standard

The childminder builds on children's learning through conversations, modelling play and asking thoughtful questions. For example, children enjoy playing with wooden threading equipment. The childminder talks with them about the different colours and checks their understanding throughout the activity. Children generally respond well and understand what is being asked of them. At times, the childminder needs to allow children a little more time to process questions before responding. Asking fewer questions at one time would also give children more opportunities to think, respond and develop their own ideas.

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Curriculum and teaching Expected standard

The childminder introduces children to the alphabet through carpet activities, using simple objects on reference cards, for example, 'b for ball'. Children respond positively and can identify and name the objects correctly. They are proud to share their achievements. However, the childminder should model the correct letter sounds alongside the objects, rather than focusing on letter names, to ensure that the children are prepared correctly when they start to learn how to read.

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Inclusion Expected standard

The childminder works closely with parents and carers to gather detailed information when children begin their journey at the setting. She takes the time to understand each child's interests, routines, home dynamics and individual needs, enabling her to provide continuity between home and the childminding environment. This helps to create a warm, homely experience for children and supports their emotional wellbeing and sense of security as they settle into the setting.

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Inclusion Expected standard

The childminder understands children's changing needs and emotional cues, and responds sensitively and appropriately. She is also aware of what action to take if she identifies possible signs of special educational needs and/or disabilities, and she pays particular attention to children's communication and social development as well as children's physical development across the day.

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Inclusion Expected standard

The childminder maintains effective links with the local authority and takes part in relevant training opportunities to develop her knowledge and skills. She uses this learning to support and strengthen her practice and to ensure that the care and education she provides continues to meet the individual needs of the children in her care.

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Leadership and governance Expected standard

The childminder leads her setting with care and commitment. She places children at the centre of her decision-making and has a clear understanding of the strengths of her provision and areas for further development.

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Leadership and governance Expected standard

Teaching and interactions are generally effective. The childminder knows the children well and responds to their interests and needs. At times, she could further strengthen her teaching by recognising when children would benefit from having more time to explore and solve problems independently, and when adult intervention is needed to support or extend their learning. The childminder works effectively with the local authority and uses advice and guidance to inform her practice. She regularly accesses training to maintain and develop her knowledge and skills. She has established positive partnerships with parents through regular meetings, daily communication and termly updates. This ensures that parents are kept informed about their children's progress and next steps, and helps them to support learning at home.

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Leadership and governance Expected standard

The setting is well organised and managed effectively. Clear routines and organisation contribute to a calm and positive environment in which children are settled and able to engage in their learning and play.

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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 benefit from a thoughtfully arranged environment that provides a welcoming, home- from-home experience. They confidently select resources and books that spark their curiosity and, with support from the childminder, use these purposefully. For example, children enjoy manipulating dough, exploring its texture and making different shapes by rolling, squeezing and stretching it. Children are developing increasing levels of independence throughout the childminder's home. They understand where resources belong and, with appropriate support, help to tidy them away after use. This helps children develop an understanding of how to organise their environment and contribute to the routines of their day.

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

Children excitedly chatter and babble as they develop their English language skills. They proudly share what they have learned with adults and, with encouragement and support, name different fruits and colours during play with the childminder. They enjoy lots of stories and songs and enthusiastically join in, which provides them with regular opportunities to listen to, understand and practise using English.

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

Children have daily opportunities to play outdoors, and regularly visit the local park. They also have opportunities to develop friendships with other children through activities with other childminders. These experiences support their social development and help them become confident in different environments.

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

Children enthusiastically demonstrate their developing small- and large-muscle skills throughout the day. They understand when and how to use these skills, and benefit from regular opportunities to practise and repeat what they have learned. Children persevere with developing their independence, for example when feeding themselves at snack time and lunchtime and washing their hands before and after eating.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 19:00 Children benefit from simple, predictable routines, adult-led activities and opportunities for self-directed play. These experiences support their confidence, independence and readiness for their next stage of learning. The childminder provides a range of engaging experiences that encourage children to explore, communicate, develop physical skills and become increasingly independent.

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Next steps

The childminder should develop her teaching by recognising when to allow children to explore and solve problems independently and when to intervene to support or extend their learning. The childminder should strengthen her questioning so that children have sufficient time to think, respond and develop their own ideas. The childminder should develop her teaching of early phonics by consistently modelling the correct sounds that letters represent.

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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. Local authority: Greenwich

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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. 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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