Childminder in HarrowOfsted report card, 22 Sept 2026

Childminder

Unique reference number (URN): 2795287 Registered with Ofsted: 10/12/2024 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 Strong standard

All children make excellent progress from their starting points, including those who may face barriers to their learning. Babies become confident communicators, using gestures, sounds and key vocabulary to express their needs. For example, they sign when they are hungry or reach towards a spoon to communicate what they want. The childminder provides individualised support and uses specific targets to focus teaching and address identified areas of development. This helps children make rapid progress and develop the knowledge and skills they need for their next stage of learning.

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Achievement Strong standard

Daily routines and enriching experiences provide frequent opportunities for children to develop independence and apply their learning. Mathematical concepts are embedded throughout play and everyday experiences, such as counting ducks outdoors, and exploring filling and emptying containers in the mud kitchen. Physical development is prioritised through daily opportunities to develop strength, balance and coordination. Babies are given consistent opportunities to cruise, stand and practise emerging walking skills. Children develop confidence in their abilities and benefit from a carefully considered learning environment that supports them to achieve well.

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Behaviour, attitudes and establishing routines Strong standard

Children thrive in this calm and harmonious environment, where clear and consistent expectations for behaviour are fully embedded. The respectful culture helps children feel safe, confident and emotionally secure. Children demonstrate highly positive attitudes towards learning and confidently approach new experiences. They sustain their concentration for extended periods and enthusiastically engage in activities that capture their interests. For example, while learning about the festival of Holi, children delight in squeezing paint onto large paper displays, talking about the colours they have chosen and reflecting on their creations. Attendance and punctuality are promoted through effective communication with families, helping children benefit from regular and settled routines. Children of different ages develop an understanding of each other's individual circumstances and learn to value and respect their diverse backgrounds. They celebrate what makes each

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Behaviour, attitudes and establishing routines Strong standard

person unique and form positive relationships with one another.

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Behaviour, attitudes and establishing routines Strong standard

Relationships throughout the setting are warm and nurturing, with the childminder providing a consistent and reassuring presence. She models respectful behaviour throughout the day and provides clear guidance about kindness, consideration and listening to others. Children respond positively to these expectations and understand how their behaviour affects those around them. They play cooperatively, show consideration for others and increasingly manage their behaviour independently. The childminder's calm and consistent approach helps children develop the social and emotional skills needed to form positive relationships and participate confidently in the daily routines of the setting.

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Children's welfare and wellbeing Strong standard

Children thrive in this calm and well-organised setting, where their emotional wellbeing is consistently prioritised. The childminder values children's voices and listens carefully to their ideas, helping them develop a positive sense of self-worth. She celebrates children's contributions through specific praise and skilful interactions that extend their thinking and confidence. This encourages children to express their opinions, try new experiences and develop resilience for future learning. Children are consistently encouraged to develop independence in their learning and self-care. They are given meaningful choices about what they play with, which snack they would like and how they want to develop their ideas. The childminder carefully balances giving children space to explore their own ideas with providing support that extends their learning.

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Children's welfare and wellbeing Strong standard

The childminder follows safer eating practices and safer sleep guidance to promote children's safety. Effective hygiene practices promote children's health and safety. Children develop increasing independence in handwashing and personal care routines. Daily opportunities for outdoor play and nutritious meals support healthy lifestyles. Mealtimes provide opportunities for children to make healthy choices, socialise and develop an understanding of good manners. The childminder knows the children well and responds sensitively to their changing needs. This is particularly evident with babies, whose routines are adapted to reflect their natural sleep patterns. This helps babies remain settled and ready to participate in experiences.

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Curriculum and teaching Strong standard

The childminder delivers a well-thought-out and highly ambitious curriculum that is fully embedded in her practice and enriches children's learning experiences. She carefully considers children's different starting points and how individual children learn best. Activities are thoughtfully adapted to enable children to be creative, imaginative and extend their learning in greater depth. A consistent focus on expressive creativity supports children to develop excellent communication and conversation skills and contributes to their positive self-belief, as they know their ideas are valued. The childminder is an inspiring role model for creativity. For example, during autumn, she embraces all areas of learning through detailed displays, books and children's artwork indoors and outdoors. Autumn colours are reflected throughout the learning environment, including coloured water in the mud kitchen, prompting children to discuss their observations and make links with their learning.

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Curriculum and teaching Strong standard

The sequential curriculum builds effectively on what children already know and can do. High-quality interactions extend children's imagination, vocabulary and knowledge. The childminder carefully assesses children's development and uses this information to plan meaningful next steps. Babies' emotional needs are consistently prioritised, helping them feel secure and cared for. Daily opportunities in the stimulating garden enable children to develop physical skills in all weathers. The curriculum embraces diversity, with children learning about countries around the world, exploring the origins of foods and developing an understanding of words in other languages.

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Inclusion Strong standard

Children experience an inclusive and nurturing environment where their individual needs are consistently recognised and valued. The childminder knows the children in her care very well and adapts care routines, activities and learning experiences to ensure that all children can access the provision and achieve well. Her flexible and responsive approach ensures that children and their families feel welcomed, valued and included within the warm, homely setting.

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Inclusion Strong standard

The childminder uses ongoing assessment and detailed monitoring of children's development to identify emerging needs promptly and take appropriate action. Her confident knowledge of child development enables her to recognise when children may need additional support and consider how provision can be adapted to reduce barriers to learning and participation. She demonstrates a clear understanding of how she adapts her practice to meet individual needs. She values positive partnerships with parents and understands the importance of sharing information effectively and working with external professionals when appropriate. The childminder actively develops her knowledge through relevant training, including furthering her understanding of supporting communication and language through sensory play. She effectively applies this knowledge within her planning and teaching. Where children receive additional funding, she carefully considers their individual needs and

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Inclusion Strong standard

how funding can be used to have the greatest possible impact on their development and progress.

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Leadership and governance Strong standard

The childminder has a clear vision for her setting and continually reflects on how she can further develop her provision. She carefully considers the needs of the children in her care when selecting extra reading and training, and effectively applies new knowledge to her practice. She identifies her strengths and is proud of the family-based environment she creates, where children feel valued, secure and included. She is consistently mindful of children's individual needs and adapts her practice responsively to ensure that provision remains effective. Parents value the caring nature of the setting and feel warmly welcomed. They are included in their child's learning journey through effective information sharing and two-way communication about their child's progress, development and next steps. Parents value the wide range of creative experiences their children enjoy.

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Leadership and governance Strong standard

The childminder works effectively with other professionals to support children's education, care and development. She shares information and uses professional advice to inform her practice. This collaborative approach ensures that children receive the support they need. It helps children, including those who may face barriers to learning, move smoothly to their next stage of learning. Her reflective approach ensures that she continues to develop her knowledge and adapt provision in response to children's needs.

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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 warmly welcomed by the kind and caring childminder who knows them very well. They quickly feel secure, valued and ready to learn. Children are highly engaged in the well-thought-out activities and experiences provided for them and enthusiastically join in with a curriculum that places communication and language at the heart of everything they do. As a result, children make excellent progress in their communication and conversation skills. They confidently share what they are doing, express their ideas and talk about their feelings. For example, as children play with woodland creatures and explore natural autumn

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About this setting

Unique reference number (URN): 2795287 resources, they discuss the features of animals in depth. They then develop their own imaginative stories where the different animals become friends, demonstrating their understanding of friendship, kindness and inclusivity.

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About this setting

Children know what is expected of them and respond extremely well to the calm and consistent routines. They behave very well and develop a clear understanding of how to play cooperatively, listen to others and make positive choices. Children are encouraged to become increasingly independent and take pride in what they can do for themselves. They know that their views and ideas matter and are confident that their voice will be heard. Children of different ages play harmoniously together in this warm and homely environment. They learn to appreciate and respect what makes each person special and unique. Children learn how to be kind to others and how to listen to different opinions. They enjoy sharing experiences from their own lives and see their family backgrounds and customs reflected in their learning. For example, children enjoy painting henna, using edible paint, as they learn about and celebrate Diwali together. Children benefit from carefully considered individual

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About this setting

targets and ongoing monitoring, helping their needs to be identified and addressed promptly. They feel understood, included and supported throughout their time here. Parents are kept fully informed and involved, ensuring that children experience continuity between home and the childminder.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder, children and 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. Type: Childminder

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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

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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