Childminder in Bracknell ForestOfsted report card, 24 Sept 2026

Childminder

Unique reference number (URN): 2827843 Registered with Ofsted: 27/06/2025 Registers: EYR, CCR

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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

Babies and young children typically make steady progress from their starting points. They approach learning with confidence, curiosity and enthusiasm, and remain focused across a range of activities. For example, babies choose sensory resources and explore their textures and shapes as they pass them from one hand to the other. Young children select vehicles and concentrate as they push them across the floor. As they engage in their activities together, children begin to negotiate and cooperate with others. They show kindness to their younger peers and make space for babies to join their play. Children also become more independent in everyday routines. They find their shoes and water bottles and clearly communicate what they need to the childminder. These positive attitudes, growing social skills and emerging ability to do things for themselves help prepare children for the next stage of their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically gathers information about children's interests, abilities and individual needs before children start at the setting. This supports a smooth transition and settling-in process, and helps children to feel safe and secure. The childminder has clear and consistent expectations for behaviour. Through her positive interactions, she generally helps children understand simple rules and social expectations in ways that are appropriate for their age and stage of development. For example, she rolls balls to babies and they attempt to return them. This supports the development and understanding of turn-taking at a young age.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm, nurturing environment and builds warm, trusting relationships with the children. For example, she arranges the play spaces so that babies and young children can stay close to her as they gain the confidence to play independently. This helps them develop a positive attitude to learning. Very young children are learning to share and gently offer toys to babies. They respond well to praise and encouragement, which helps them feel secure. Children are happy and settled. They benefit from the childminder's positive example and the caring atmosphere she creates. The childminder shares her policies and procedures with parents and carers, and works alongside them to make attendance a priority. Children attend regularly, which supports them in understanding routines, their learning and development.

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Children's welfare and wellbeing Expected standard

The childminder provides caring, attentive and responsive support to children. She forms warm, nurturing relationships with the children, and they demonstrate that they feel safe in her care. Children who are new to the setting are comfortable and relaxed. They seek reassurance when needed and are growing in emotional confidence. Babies enjoy plenty of cuddles and respond happily to interactions. Typically, the childminder knows the children well and is sensitive to their individual needs and circumstances. She follows their sleeping and eating routines from home. Overall, she supports children's welfare effectively. The childminder generally promotes children's physical health and wellbeing throughout the day. During outdoor play, children enjoy climbing on equipment that reflects their age and stage of development. Outings to the park give them further opportunities to develop their physical skills. Babies build core strength as they stretch and reach for toys that interest

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Children's welfare and wellbeing Expected standard

them. The childminder sets an effective example and talks to children about the importance of washing their hands, such as after she wipes their noses. She works closely with parents and carers while babies are weaning. She encourages them to provide healthy snacks and balanced packed lunches for their children. The childminder supervises children closely to keep them safe during play, meals and sleep.

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Curriculum and teaching Expected standard

The childminder takes time to build relationships with children and their families. Typically, she plans a well-sequenced curriculum and is clear about what she wants children to learn. The childminder supports children's developing language skills effectively. For instance, as young children explore sensory objects, she introduces words such as 'squish' and 'crunch' to describe the sounds they make. The childminder talks to children about what they are doing as they play. She reads stories that interest them and draws their attention to the pictures. She sings songs and rhymes with children. This also supports the physical development of babies as they gently wave their arms and rock backwards and forwards. The childminder has started to introduce visual aids to further support children who are learning English as an additional language.

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Curriculum and teaching Expected standard

The childminder introduces mathematical concepts through everyday routines and activities. As children build towers, for instance, she names colours, counts the bricks, and uses words, such as 'higher'. The childminder praises children as they carefully connect and pull apart the bricks, and encourages them to keep trying. This helps develop their attention and hand-eye coordination. The childminder generally supports an awareness of diversity and diverse cultures. However, she has not embedded this into her curriculum to help children build an understanding of their own similarities and those of others in the wider world.

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Inclusion Expected standard

The childminder provides consistent care tailored to each child's needs. Settling-in sessions and early assessments help her identify children who may need extra support, so they can access appropriate resources promptly. Her secure relationships and regular conversations with parents and carers promote continuity between home and the setting. This helps children to build on their confidence and supports steady progress. The childminder recognises that children who need support with communication and language, including those learning English as an additional language, may benefit from targeted activities. She creates opportunities for them to hear and use new words during individual time with books, songs and rhymes. She is also beginning to use visual aids to strengthen their understanding and develop speech further.

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Inclusion Expected standard

The childminder does not have any children with special educational needs and/or disabilities on roll. However, she understands referral processes and the need to work with other professionals, if needed, to ensure targeted intervention. Overall, the childminder provides a safe, warm and caring environment where each child is valued. Her early identification of additional needs and close partnership with families help ensure that children receive support suited to them.

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Leadership and governance Expected standard

The childminder knows the children in her care well and is committed to providing a nurturing, home-from-home environment. She is passionate about her role and responsibilities, attends some local authority briefings and works with other childminders to gain advice and support. However, she does not consistently seek further professional development to build on her skills and knowledge and to support continuous improvement.

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Leadership and governance Expected standard

The childminder builds positive relationships with parents and carers, tailoring settling-in sessions to each child and family. From the outset, she shares daily information through conversations. This helps build trust and keeps parents informed about their child's early assessments, experiences and development. The childminder uses information from these conversations to adapt her practice and environment to children's individual needs. For example, she introduces resources that reflect their interests into their play. She also regularly shares children's next steps in learning and suggests ways parents can support their development at home. She keeps parents informed about important updates to guidance, including safer eating and sleeping practices.

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

Children enjoy a calm, caring environment where they feel safe and well supported. They benefit from the childminder's gentle responses and routines that reflect their experiences at home. These familiar routines and close relationships with the childminder help children feel secure and support a secure sense of belonging. Children of different ages play happily together, share toys and show kindness towards one another. Children enjoy a range of activities that encourage them to explore and learn. For example, children listen to music and learn how to move their bodies in diverse ways. Babies smile and express their emotions as they shake objects and delight in investigating different sounds. This supports their core strength and the muscles in their arms and backs. Younger children press buttons on toys and discover what happens next. Children benefit from the childminder sitting alongside them, offering reassurance and simple explanations as they play. This gives

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

children confidence to try new things. Calm, respectful care routines ensure children feel listened to and valued.

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

Children enjoy exploring their local area. On walks to open spaces, they listen for different sounds and point out birds in the trees and planes in the sky. They also develop an understanding of road safety. At toddler groups, the library and outings with other childminders and their children, they meet new people and develop friendships. This helps children grow in confidence and build social skills that will support them as they move on to school.

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Next steps

The childminder should plan and develop strategies to support young children in developing an understanding of diversity and the similarities and differences between themselves and others. The childminder should seek further professional development opportunities to build on her knowledge and skills, and to continuously improve her practice.

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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. Jane Franks

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About this setting

Operating hours: Monday,Tuesday,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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