Childminder

Childminder

Unique reference number (URN): 2829738 Registered with Ofsted: 30/03/2025 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 Strong standard

Children make meaningful progress from their starting points and develop the knowledge and skills they need for future learning. They show increasing independence, curiosity and resilience as they explore, investigate and solve problems through open-ended play. Children sustain their concentration, make choices about their play and use resources creatively.

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Achievement Strong standard

Children communicate confidently with adults and their friends. They listen carefully, learn new vocabulary and increasingly express their thoughts and ideas. They engage enthusiastically in learning, use story language, recall rhymes and solve simple problems. Young children use mathematical language and count during play.

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Achievement Strong standard

Children develop strong self-care and independence skills. For example, they independently practise opening and closing zips using a selection of old purses. Through regular opportunities to practise, they strengthen their fine motor control and become increasingly confident in fastening their own coats and managing everyday tasks.

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Achievement Strong standard

During daily routines, children show kindness, responsibility and cooperation. They make thoughtful choices, help tidy away resources and take pride in contributing to the setting. As a result, children develop secure communication skills, emotional resilience, independence and positive attitudes to learning that prepare them well for the next stage of their education.

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Behaviour, attitudes and establishing routines Strong standard

Children develop positive attitudes to learning because the childminder establishes clear, consistent routines and warm, respectful relationships. Children feel safe and secure because they know what is expected of them and benefit from the childminder's calm and nurturing approach.

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Behaviour, attitudes and establishing routines Strong standard

Children learn to treat others with kindness and consideration. For example, when children take a resource another child is using, the childminder calmly explains the situation and encourages them to return it. When children do not respond immediately, she gently repeats her instructions and supports them to make positive choices. As a result, children learn to understand others' feelings, share resources and manage their behaviour appropriately. The childminder consistently promotes good manners, and children regularly use polite language, such as saying 'thank you'.

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Behaviour, attitudes and establishing routines Strong standard

Children respond well to the childminder's high expectations and demonstrate positive attitudes towards learning. They eagerly join in with the tidy-up song and work together to put away books, trucks and other resources. The childminder offers praise and encouragement, while giving direction. This supports children to take responsibility for their environment and show pride in helping others.

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Behaviour, attitudes and establishing routines Strong standard

Children confidently follow established care routines. They wash their hands before meals and engage positively in toileting routines. Children become familiar with nappy changing and toilet-training practices that the childminder carries out in a calm, caring and respectful manner.

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Behaviour, attitudes and establishing routines Strong standard

Children move successfully between activities because they know the daily routines well. After lunch, children enjoy choosing a story and sharing quiet reading time together before sleep. They then happily walk upstairs with the childminder, ready for bed. These well- established routines help children feel emotionally secure, develop independence and maintain positive attitudes to learning throughout the day.

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Children's welfare and wellbeing Strong standard

Children benefit from a safe, nurturing environment where the childminder places their welfare and wellbeing at the heart of her practice. She consistently promotes safe behaviours throughout the day. For example, she regularly checks that stairgates are secure and doors are locked. She reminds children how to use resources safely, explaining that materials, such as dry pasta, are for playing, not eating. She also ensures that children are seated safely and securely in appropriate chairs during mealtimes. As a result, children develop a strong awareness of how to keep themselves safe.

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Children's welfare and wellbeing Strong standard

Children learn healthy habits through well-established daily routines. They wash their hands before meals and take turns at the sink with support from the childminder. She provides nutritious home-cooked meals, follows safer eating guidance and sits with children as they eat. Children also develop independence as they help prepare snacks using child-friendly safety knives.

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Children's welfare and wellbeing Strong standard

Children respond positively to the childminder's calm and caring approach to personal care. They follow familiar nappy changing and toileting routines and feel comfortable because the childminder talks to them sensitively throughout. She reinforces clear expectations, such as sitting safely on sofas rather than jumping on them and taking responsibility for replacing lids on cups.

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Children's welfare and wellbeing Strong standard

Children rest and sleep safely. The childminder checks sleeping children regularly and ensures that sleep equipment is suitable and well maintained. These secure routines help children feel safe, emotionally secure and well cared for.

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Curriculum and teaching Strong standard

The childminder provides a well-sequenced curriculum that reflects her thorough understanding of child development. She uses non-statutory guidance to assess children's progress, identify next steps and plan experiences that help children build new skills and close emerging gaps in learning. She carefully considers children's individual needs, interests and stages of development when planning activities.

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Curriculum and teaching Strong standard

The childminder delivers high-quality teaching through purposeful interactions. For example, when children play with toy animals, she extends language by introducing and modelling new vocabulary. When children use incorrect words, she gently models the correct language and encourages them to repeat it. As a result, children learn new vocabulary and increasingly use language to communicate their ideas and experiences. The childminder thoughtfully adapts activities to meet the needs of children of different ages and stages. For example, during autumn-themed activities, older children count spots on numbered toadstools while younger children explore sensory and imaginative play. She also provides greater challenge for older children through creative activities and opportunities to help prepare meals, developing confidence, independence and practical life skills.

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Curriculum and teaching Strong standard

The childminder skilfully incorporates mathematics into everyday play. For example, when children select 2 toy animals, she draws attention to their different sizes, describing one as 'big' and the other as 'small'. Children repeat and use this mathematical vocabulary during their play, developing an understanding of comparison, size and measure.

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Curriculum and teaching Strong standard

Children independently access books throughout the day. The childminder refreshes books regularly to reflect their interests and current themes. For example, she uses autumn- themed books alongside outdoor experiences, where children collect seasonal treasures and explore changes in nature. She also promotes physical development through visits to parks, climbing equipment, bike riding, football and dancing. As a result, children remain highly engaged and make meaningful progress from their starting points.

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Inclusion Strong standard

The childminder demonstrates a clear commitment to inclusion and ensures that all children can access the curriculum and thrive. She builds positive relationships with parents and carers and uses regular communication to identify children's needs and remove barriers to learning and wellbeing. She knows children and their families well and adapts activities, routines and resources so that every child can participate fully and experience success.

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Inclusion Strong standard

Although the childminder does not currently care for children with special educational needs and/or disabilities, she demonstrates a secure understanding of how to identify concerns, seek professional advice and work in partnership with families to secure appropriate support. She understands the importance of early intervention and tailoring support to individual needs.

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Inclusion Strong standard

Children experiencing barriers to their wellbeing receive timely and effective support. For example, children affected by changes or challenges within their family receive additional emotional reassurance. The childminder works closely with parents to understand children's needs and provides extra cuddles, stories and nurturing interactions.

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Inclusion Strong standard

The childminder places a clear focus on developing children's communication and language skills. She models simple words and short phrases and intentionally repeats key vocabulary throughout activities. This helps children communicate their needs, follow routines and confidently engage with others. The childminder also adapts routines flexibly to ensure that children feel settled and included. Through calm and responsive interactions, she helps children take turns, share and develop positive relationships. As a result, children develop confidence, self-regulation and emotional security.

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Leadership and governance Strong standard

The childminder provides effective leadership and has a clear vision for her setting. She continually reflects on her practice and identifies ways to enhance children's experiences. For example, she plans to strengthen children's links with the local community through visits to a nearby care home.

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Leadership and governance Strong standard

The childminder places a high priority on partnership working and communication with parents. She maintains regular contact through a secure messaging group, shares photos and updates, and sends emails to signpost useful information. She actively seeks parents' views through 6-monthly evaluation forms and uses feedback to inform her practice. Parents speak highly of the provision. One parent commented that the childminder has a caring and gentle approach and works alongside them to support their child's development. Another praised the thoughtful activities provided and the positive impact on their child's confidence, communication and independence.

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Leadership and governance Strong standard

The childminder works effectively with other professionals and understands the importance of supporting smooth transitions. She communicates with schools and helps children develop school-readiness skills, routines and independence. She also maintains accurate attendance records and follows up absences promptly.

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Leadership and governance Strong standard

The childminder demonstrates a strong commitment to professional development. She regularly completes training and keeps up to date with developments in early years practice. For example, she completed training on supporting children with special educational needs and/or disabilities despite not currently caring for children with identified needs.

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Leadership and governance Strong standard

The childminder places a high priority on environmental sustainability. She has replaced plastic tableware with stainless steel plates, encourages the use of reusable nappies and cloth wipes, minimises printing and uses eco-friendly cleaning products. Children learn about recycling through everyday routines, use a recycling box in the kitchen and visit local recycling facilities. As a result, children develop an understanding of how they can help care for the environment.

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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 flourish in this nurturing, home-from-home environment where their development and happiness are at the heart of daily experiences. They feel safe, secure and valued and develop warm, trusting relationships that support their emotional wellbeing. Children benefit from a curriculum shaped by 10 carefully considered threads, including healthy bodies and minds, books and story time, outdoor learning, creative expression and belonging in the community. Through these experiences, children develop the skills, knowledge and attitudes that prepare them well for future learning.

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

Children enjoy a calm, screen-free environment where they actively engage in meaningful play. They access carefully chosen resources that support purposeful learning without becoming overwhelmed by excessive choice. As a result, children sustain their concentration and become deeply involved in play. They explore and investigate independently, demonstrating curiosity and confidence in their learning.

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

Children benefit from experiences that are closely matched to their individual stages of development. They strengthen their fine motor skills through carefully planned activities that reflect their emerging needs. For example, children use tweezers, numbered mushrooms and natural materials in a woodland-themed activity. They learn how to manipulate the tweezers and, when they encounter difficulties, continue to engage and persevere. Children successfully refine their skills, manipulate the tweezers with increasing control and show pride in their achievements. Through experiences such as these, children develop resilience and increasing independence.

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

Children develop strong communication and language skills through meaningful conversations and rich interactions throughout the day. They hear familiar vocabulary repeated and extended and are introduced to new words naturally through their play and interests. Daily stories and regular opportunities to explore books independently foster a

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this setting

Local authority: Worcestershire love of reading. Children eagerly engage with books, develop their understanding of language and build secure foundations for future literacy.

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About this setting

Children benefit from daily outdoor play, music, movement and sensory experiences. Respectful care routines support their emotional wellbeing and growing independence. As a result, children demonstrate positive social skills, enjoy their learning, make meaningful progress from their starting points and are well prepared for the next stage of their education.

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Next steps

The childminder should sustain her high standards and focus on further embedding local relationships to create a transformational impact on outcomes and experiences for all children.

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About this inspection

The inspector spoke with the childminder and children. Parents and carers also shared their views 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.

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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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