Childminder in Isle of WightOfsted report card, 22 Sept 2026

Childminder

Unique reference number (URN): 2801611 Registered with Ofsted: 11/09/2024 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

Children are highly motivated and engaged learners who are making secure progress across all areas of the early years foundation stage. Children's achievements are celebrated, and they are involved in ticking off the new things they can do on displays on the walls.

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Achievement Strong standard

Children's communication and language are particularly well supported, and they are confident communicators with each other and all adults. Children delightedly exclaim that they are going out to the fields to play as they put on their coats. Children have recently built a small hedgehog house made of wood using tools, such as saws, hammers and nails. Children with special educational needs and/or disabilities and other barriers to their learning are making secure progress from their starting points.

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Achievement Strong standard

Children are very well supported by the childminder and any assistants she works with. Their learning is regularly and rigorously reviewed, and this is shared with parents who are a robust part of the assessment process. Children benefit from adjustments and support they need to help them to achieve and thrive. They delightedly explore displays, showing the skills and knowledge they have gained in readiness for their next stage in learning. This has a highly positive impact on their self-esteem and sense of belonging.

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Behaviour, attitudes and establishing routines Strong standard

Children are enthusiastic learners in this positive environment. The childminder models respectful attitudes, and children gleefully follow suit. Children show that they fully understand the expectations of the setting, and behaviour is excellent throughout the day. The childminder crouches down at child level and gently reminds children to use 'kind hands', 'kind words' and 'kind feet'.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has established a calm and nurturing environment, in which adults form secure and warm relationships with children. Children show that they are having great fun at the setting. They are consistently supported to build and maintain positive relationships with each other. This has a highly effective impact on children's personal, social and emotional development. The childminder understands the importance of punctuality and attendance and sensitively supports families who may face barriers to full attendance.

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Behaviour, attitudes and establishing routines Strong standard

Children with special educational needs and/or disabilities (SEND) and other barriers are precisely supported to play and engage with others in a way that supports their understanding and needs. For example, children who are learning how to share are closely supported by the childminder during interactions with other children. She models how to share and play with other children and gives praise when children follow suit. This enables children with SEND and other barriers to learning to gain new skills to support their social development.

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Children's welfare and wellbeing Strong standard

Children demonstrate that they have high levels of wellbeing throughout the day. The childminder promotes an inclusive, nurturing space where children's welfare and wellbeing are consistently prioritised and maintained. Children are warmly encouraged to understand their emotions and feelings. Children benefit from ample opportunities for outdoor learning in this farm-based setting. For example, children investigate farm animals, access fields and learn in a purpose-built large play area. In addition, the childminder arranges a range of trips, such as to a pumpkin farm and to visit newborn calves. This has a highly positive impact on children's wellbeing and understanding of the world.

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Children's welfare and wellbeing Strong standard

Children's personal care needs are sensitively and consistently supported, balancing their independence and privacy. The childminder and her assistants demonstrate a secure understanding of safer sleep and safer eating requirements and follow these meticulously. Consequently, children are safe and secure.

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Children's welfare and wellbeing Strong standard

Children are learning about how to look after themselves, keep themselves safe and how their bodies develop. For example, children discuss all the new skills they have gained since starting at the nursery with their key worker. Children benefit from positive and secure relationships with all the staff. This has a significant impact on their sense of belonging and emotional development. Staff support children's understanding of healthy lifestyles through all activities and routines.

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Curriculum and teaching Strong standard

Children benefit from an inspirational curriculum focused on learning through exposure and immersion in the natural world. The childminder closely links children's learning to the seasons and incorporates growing and cooking with fruits and vegetables. For example, children learn about lifecycles, gardening and how to tend to a vegetable patch. Children harvest the fruit and vegetables and cook stews, soups and jams to eat. This has significant impact on children's understanding of the world and how to build and maintain healthy lifestyles. The childminder is passionate about improving the curriculum to give children further opportunities to learn about the natural world and attends training about this. Strategies learned are swiftly incorporated into daily activities, such as using tools, for example hammers, nails and saws.

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Curriculum and teaching Strong standard

The childminder plans and implements a highly effective and well-sequenced curriculum with enriching activities and experiences to suit all ages, abilities and interests. She consistently engages in high-quality interactions with children that support their thinking, learning and language skills. Children benefit from language-rich interactions linked to all routines and activities. For example, on a walk to the surrounding fields, children are encouraged to notice the temperature, the sky and their surroundings. They are encouraged to think about why it is warm and where the sounds they can hear are coming from. This has a highly positive impact on children's communication and language skills, and, consequently, all children are progressing very well. This includes children with special educational needs and/or disabilities and other barriers to their learning.

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Inclusion Strong standard

Children are meaningfully welcomed and supported in this inclusive setting. Experiences and activities are expertly amended so that all children can learn and thrive. The childminder ensures that herself and any assistants she works with support and interact with children according to their age and abilities.

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Inclusion Strong standard

The childminder ensures that all children are supported by helping families to access local services in times of need. This approach helps families to access funding and support packages, which, in turn, helps to improve children's outcomes. Through regular observation and assessment, the childminder reviews children's development and learning to ensure that there are no delays. Consistent strategies are then used with children to support any gaps in their development. For example, children with delays in their speech and language are supported with one-to-one activities, focusing on modelling language, repetition and listening and attention. This has a highly significant impact on children's learning and development. Children who need further specialist support are swiftly identified, and referrals are made to local agencies. The childminder uses strategies gained from specialist professionals while referrals are processed. Consequently, children with special educational

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Inclusion Strong standard

needs and/or disabilities and other barriers to their learning are progressing very well from their starting points.

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Inclusion Strong standard

Children's routines are flexibly adapted to ensure that they feel emotionally secure and a sense of belonging. The childminder uses positive, calming interactions with the children to support them to share and engage with their friends.

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Leadership and governance Strong standard

The childminder has clear idea of the strengths of her setting and the improvements she would like to make. She has established a very robust safeguarding and welfare culture that supports families, as well as children. Children benefit from a team who prioritises health, safety and promoting their best outcomes. The childminder's assistants report that they are very happy at the setting and feel that their wellbeing is supported. Their practice is consistent and of a high quality, which demonstrates that the training and support that they receive is highly effective.

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Leadership and governance Strong standard

The childminder is highly experienced and has a secure understanding of child development and how to support all children to thrive. She demonstrates thorough knowledge and skills to support children who have delays in their learning, and strategies are implemented swiftly and effectively.

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Leadership and governance Strong standard

Partnerships with parents and carers are extremely positive. Parents describe how well informed they are about their child's care, routines and development. The childminder communicates with parents in a variety of ways to ensure that messages are conveyed and understood by all family members. Regular newsletters shared with parents signpost local activities and updates to statutory guidance. Parents learn about their child's development via termly reports, and daily achievements and celebrations are shared via an app and on a noticeboard outside the setting. This has a highly positive impact on children's self-esteem, and parents are able to replicate learning ideas at home.

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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 thriving at this inspiring setting in the countryside. They learn about life cycles, nature and healthy eating as they grow vegetables in the setting's allotment. Children are involved in all aspects of the growing process. They sow seeds, dig, weed and harvest the fruit and vegetables grown. This has a significant impact on children's understanding of the world, and personal and social development.

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About this setting

Type: Childminder Children demonstrate a secure sense of belonging in the setting. For example, children confidently and happily put on their wellington boots to go and search for the tortoise who lives on site. Children gleefully discuss where he might be as they look in the large field, allotment and in the undergrowth. Children's independence and self-care skills are promoted consistently throughout the day. For example, children access a 'nose wiping' station with a mirror to wipe their own noses.

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About this setting

The childminder works alongside a co-childminder and 2 assistants. They all demonstrate a robust dedication to keeping children safe and supporting them to flourish. Children with special educational needs and/or disabilities or other barriers to their learning are expertly supported with beneficial strategies to help them close any gaps. Consequently, all children are making excellent progress from their starting points.

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About this setting

Children benefit from secure and positive relationships with their key person. This enables them to confidently secure new skills and knowledge they need to get the best start in life. Children's behaviour is exemplary. They show that they know the expectations of the setting and delight as they move, play, chat and laugh with their peers and the adults.

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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 parents, children and the childminder 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. Registration date: 11/09/2024

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About this inspection

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

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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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