Childminder in DevonOfsted report card, 17 Sept 2026

Childminder

Unique reference number (URN): 2790135 Registered with Ofsted: 14/06/2024 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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Behaviour, attitudes and establishing routines Strong standard

The childminder acts as a consistently positive role model and creates a language-rich, highly inclusive environment that promotes positive behaviour for all children. She uses clear, consistent language during daily routines to explain expectations, model kindness and help children understand how their actions affect others. Through consistent praise, reassurance and high expectations, she supports children to develop positive behaviour, build respectful relationships and interact cooperatively with one another.

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Behaviour, attitudes and establishing routines Strong standard

Children develop warm, secure relationships with the childminder and one another, which helps them feel confident, valued and motivated to learn. They eagerly join in activities, willingly have a go and confidently follow familiar routines, such as handwashing and mealtimes. Older children support and encourage younger children during play and daily routines, helping them to feel included and secure. The childminder recognises and praises these kind and considerate interactions, which strengthens children's relationships and helps them to develop positive social skills. She uses these everyday routines to develop children's self-help skills and independence. Her patient guidance and high expectations encourage children to persevere with challenges and take increasing responsibility for tasks, such as dressing and managing their personal needs.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes positive relationships with parents from the outset and promotes a welcoming, approachable environment. Her high expectations for attendance help ensure that children attend regularly and benefit fully from the experiences and learning opportunities on offer.

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Children's welfare and wellbeing Strong standard

The childminder consistently supports children's welfare and wellbeing to a high standard and shows a clear dedication to improving outcomes for every child. She recognises that nurturing relationships with children and their families provide a strong foundation for children to settle, develop confidence and engage positively in their learning. The childminder builds children's confidence and self-assurance through inclusive practice that meets individual needs and encourages kindness, cooperation and helping others. For example, children willingly take turns with new resources and show consideration for others by prioritising the youngest children, recognising that they may find it more difficult to wait. This demonstrates children's growing empathy, patience and understanding of one another's needs.

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Children's welfare and wellbeing Strong standard

The childminder supports children's personal, social and emotional development very well. The childminder provides a safe space where children feel confident to share their emotions and needs. Children demonstrate respect for others and show a clear awareness of the needs of their peers. For example, children play cooperatively and demonstrate kindness. They respond positively to praise and encouragement, which supports their confidence and enables them to secure progress in their learning.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are promoted consistently through discussions and practical experiences. This includes exploring healthy food choices and growing and preparing fresh fruit. Outdoor

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Expected standard

play and physical activities further support children's wellbeing and contribute to their overall health and development. The childminder provides a vast range of opportunities for children to explore the wider world. They visit parks, attend soft-play, splash centres and play groups, and regularly explore the natural world. These experiences support children's emotional wellbeing and promote their healthy lifestyles. Children develop confidence in unfamiliar environments, learn how to keep themselves safe and build positive relationships with others. As a result, they feel secure, resilient and ready to embrace new experiences.

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Achievement Expected standard

Children typically make progress across all areas of learning and are well prepared for the next stage of their education. They make clear progress in their communication and language skills. Children learn new vocabulary through stories and adults reinforce this learning through meaningful activities and experiences, such as visits to the zoo. For example, children identify and name animals they have seen during a zoo visit when listening to the story 'Handa's Surprise', demonstrating their growing understanding and use of new language.

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Achievement Expected standard

Children begin to develop early skills in mathematics, physical development and personal, social and emotional development. They learn to share, take turns and follow routines. Children also show increasing independence, such as feeding themselves, washing their hands and blowing their noses.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those that face other barriers to learning participate in activities that are adapted for them and focused on their interests. For example, children access and enjoy a broad range of texts and stories because the childminder skilfully modifies content and delivery to match their level of understanding. Ongoing assessment and partnerships with parents help to ensure that children's needs are consistently met and supported through effective planning.

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Curriculum and teaching Expected standard

The childminder is clear about what she wants children to learn. She prioritises learning through exploration opportunities linked to children's interests, which build knowledge across all areas of the curriculum. The childminder uses assessment to understand what children know and can do. This process begins with detailed discussions with parents and continues through her observations and ongoing progress checks.

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Curriculum and teaching Expected standard

The curriculum is designed to support children's independence and positive relationships with a clear focus on communication and language. The childminder skilfully builds children's vocabulary and supports confident communication throughout daily routines and engaging activities.

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Curriculum and teaching Expected standard

The childminder places significant importance on independence and ensuring that children feel safe, secure and ready to learn. Children enjoy developing different skills, such as using tools with a purpose, including safety knives to cut fruit and paint brushes to create water writing. Children are motivated and engaged in their learning. The childminder prepares all children for their next stage of learning, helping them to develop the confidence, independence and social skills they need.

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Curriculum and teaching Expected standard

Mathematics is woven into everyday experiences. She supports older children to count beyond 10 and helps younger children to learn the number names in order up to 5. The childminder uses most interactions effectively to promote children's learning and understanding. However, at times, she misses the opportunity to introduce open-ended questions that would deepen children's thinking and give them opportunities to solve problems.

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Curriculum and teaching Expected standard

Teaching is adapted effectively for children who may face barriers to learning and/or wellbeing. This means that all children can access the curriculum successfully. For example, the childminder skilfully adjusts her language to support different aged children to develop appropriate vocabulary as they explore a range of fruits before making a fruit salad.

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Inclusion Expected standard

Since the last inspection, the childminder has improved her knowledge and understanding of supporting children with special educational needs and/or disabilities, including effective partnerships with parents and other professionals.

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Inclusion Expected standard

The childminder identifies children's individual needs quickly and accurately, using her observations and close relationships with families to support this process. She signposts parents to helpful information or external partners, such as health visitors, or early help, when additional support may be beneficial.

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Inclusion Expected standard

The childminder reflects regularly on what is working well and what could be improved, plans next steps, puts them into practice, and reviews the impact. For example, she has recently introduced regular yoga sessions for the children to help them focus and regulate.

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Inclusion Expected standard

She can identify appropriate uses of any additional funding to support children to reduce barriers to their learning or wellbeing. The childminder has high expectations for all children and supports them to achieve their next steps. When specialist advice is needed, the childminder understands who to contact to gain advice and guidance.

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Inclusion Expected standard

The childminder draws effectively on her experience, knowledge and local partnerships to reduce barriers to learning and wellbeing. She can strengthen practice further and improve outcomes for children by deepening collaboration and extending the reach of support, enabling more children and families to benefit from high-quality interventions.

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Leadership and governance Expected standard

The childminder has taken positive steps to improve all aspects of her practice since the last inspection, particularly around supporting children who have special educational needs and/or disabilities. She is committed to maintaining and developing her professional knowledge. The childminder keeps her skills and knowledge up to date through targeted training, professional reading and research. She reflects on new learning and applies this to her practice. This helps to ensure that children generally benefit from effective teaching approaches. The childminder is strengthening partnerships with the local authority and other childminders to share ideas, reflect on practice and learn from others. She plans to develop this further to support her ongoing professional development. This contributes to continuous improvement and ensures the best outcomes for all children.

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Leadership and governance Expected standard

The childminder works closely with parents and other professionals to ensure that children experience smooth transitions to school or pre-school. She shares information about each child's learning, development and individual needs, helping receiving settings to build on children's existing knowledge and skills.

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Leadership and governance Expected standard

The childminder manages her workload effectively and maintains a positive approach to her role. Parents speak positively about the childminder and value the warm, trusting relationships she builds with children. They appreciate the regular communication and feel well informed about their children's progress and experiences. The childminder also makes good use of her local and wider community, providing children with experiences that broaden their knowledge of the world and help them develop a sense of belonging.

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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 arrive at the childminder's home and show a sense of belonging. The warm, familiar environment helps them to settle confidently, as they are cared for by an adult who knows them well. Children form close friendships and benefit from consistent, nurturing relationships. They play and learn alongside their peers, developing relationships that help them feel secure, valued and confident to join in.

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

Children achieve well, including those with special educational needs and/or disabilities and those that face other barriers to their learning. This is because learning is shaped around the children's interests, routines and individual needs. For example, the childminder notices what captures their curiosity and provides timely support that keeps every child involved. The flexible, play-rich curriculum enables children to explore their ideas, practise early skills and take pride in their growing independence. Children demonstrate their enjoyment in learning by returning to their favourite stories, seeking new challenges and by sharing their discoveries with each other. These experiences build strong foundations that prepare them well for the next stage of their education.

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

Children thrive because they feel safe, settled and emotionally supported. The calm, homely atmosphere and predictable routines help them develop positive attitudes to learning and behaviour. When children need reassurance or help to regulate their emotions, the childminder responds with patience and sensitivity, enabling them to rejoin play confidently. Through the learning opportunities indoors, outdoors and within the community, children strengthen physical skills, language and thinking through purposeful, hands on experiences that nurture resilience and curiosity. For example, during the recent hot weather, children have thoroughly enjoyed visits to a local 'splash pad', delighting in the large scale water-play with their friends.

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

Good attendance is supported through strong partnerships with families and a welcoming environment that children look forward to returning to each day. As they experience

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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Facts and figures used on inspection

consistency, encouragement and meaningful learning, children grow into confident, capable learners who feel included, secure and ready for what comes next.

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Next steps

The childminder should maximise opportunities to develop professional partnerships to deepen and broaden their understanding of supporting children with a wide range of needs. The childminder should continue to strengthen the quality of interactions by using more open-ended questions to extend and promote children's emerging thinking.

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About this inspection

The inspector spoke with children, the childminder 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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