Childminder

Childminder

Unique reference number (URN): EY476392 Registered with Ofsted: 15/05/2014 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 Expected standard

Typically, children make positive progress from their starting points. They learn lots of independence skills and how to do things for themselves. For example, they pour their own milk and practise cutting vegetables safely. Children help to tidy away and set the table for mealtimes. These key skills prepare them for the next stage in their learning.

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Achievement Expected standard

Children develop into confident communicators from a young age. This includes those who speak 2 languages. They practise new words that they hear and ask for what they would like. For example, children ask to bath the dolls, dress them and change their nappy. Children learn to problem solve and develop their critical thinking. For example, they find something to hold on when they balance on one leg. They count as they play, talking about size, quantities and colours. Children are friendly, and socialise well with their friends.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. She explains to children what they need to do and why they must follow the boundaries set. Overall, children behave well. When there are minor disputes, the childminder reminds them about sharing. She encourages them to have one each and swap items rather than taking someone else's toy. The childminder is a positive role model; she encourages children to be kind and help each other. For example, she asks children to get water bottles for their friends, and they receive plenty of praise for their actions.

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Behaviour, attitudes and establishing routines Expected standard

The childminder follows the children's interest well and is quick to respond. She adapts the routines so that children make choices about what they would like to do. For example, when children asked to play with the babies, she sets up a bathing activity. The children take care to wash the dolls, dry them with towels and then rock them to sleep. This promotes children to develop empathy alongside their fine motor skills. The childminder provides a wide range of exciting and interesting activities each day. This helps children to remain engaged for long periods of time and develop positive attitudes to their learning.

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Children's welfare and wellbeing Expected standard

Children develop secure attachments with the childminder. She knows them well and supports them when they become upset. For example, she knows that some children are wary of strangers. She takes time to give them lots of reassurance until they feel comfortable and more confident. Children are familiar with the environment. They have their own space for personal items. They hang up their towel on personalised hooks and put water bottles on their own placemats. This helps children feel welcome and have a sense of belonging.

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Children's welfare and wellbeing Expected standard

Overall, the childminder works hard to promote good hygiene and good health. Children know that they must wash their hands before eating and after handling her pets. The children have grown tomatoes in the garden and take great care as they pick the fruit. They talk about picking the red ones because they are ready and leaving the green ones to ripen. The childminder shares lots of information with parents about healthy packed lunch boxes. She regularly reminds them through conversation and newsletters about health and nutrition. This means that typically children eat a range of healthy food throughout the day.

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Curriculum and teaching Expected standard

The childminder plans a broad and varied curriculum that helps children make positive progress in all areas of learning. She sequences their learning around key themes and stories. Children benefit from the large number of trips that the childminder organises. They enjoy the time that they spend in their community. For example, children visit a nature trail to look for characters from one of their favourite stories. They then chop up vegetables to make a stew. Children talk with excitement about their experiences, which enhances the curriculum on offer.

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Curriculum and teaching Expected standard

The childminder has a focus on developing communication and language skills. However, at times, she uses words such as 'nanna' and 'doggy'. This does not always allow children to practise their growing vocabulary using the correct words. In addition, the childminder asks questions in quick succession. This does not give children time to think and process the question and share what they know. All children take part in yoga and movement sessions. They curl up like a hedgehog and stand tall like a tree. They learn to follow instructions as they balance and control their core muscles. Typically, children are well prepared for the next stage of their learning.

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Inclusion Expected standard

The childminder takes time to get to know each child and family well before they start. She makes good use of observations and tracks their progress. This helps her to recognise if children need any further support. While the childminder does not care for any children at present with special educational needs and/or disabilities, she is aware of the services available in her local area. For example, she signposts parents to speech and language services in a timely manner, so the children can get the support that they need.

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Inclusion Expected standard

When children speak 2 languages, the childminder makes them feel welcome and valued. She learns words from their home language so that she can communicate effectively with them. The childminder works in partnership with parents and celebrates with them when children start to join in singing songs. She offers a range of experiences for children to hear and practice new language. However, she does not always consider when best to offer adult-led interactions, such as story time. This means that sometimes children are not fully included as they do not engage and join in. This limits the amount of language that they hear and their exposure to books and stories.

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Leadership and governance Expected standard

The childminder is reflective and aims to do the best for all children in her care. She attends webinars and training courses to keep herself up to date with changes in legislation and statutory guidance. For example, the childminder has completed safer sleeping training so that she knows how to keep children safe while they sleep and rest. The childminder keeps children safe during mealtimes. These are a social occasion where children sit together and have conversations. The childminder supervises children as they eat and explains why they must sit down and not walk around with food. She cuts up food correctly, and this minimises any choking risks.

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Leadership and governance Expected standard

The childminder thinks carefully how to use additional funding that children receive. For example, she purchases additional resources that reflects children's home cultures. She has a range of books in different languages. This helps children feel welcome and a sense of belonging as soon as they start. The childminder supports parents to apply for early education funding. She offers flexible sessions that they can make full use of their funding entitlement.

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Leadership and governance Expected standard

Parents' feedback is positive. They appreciate the amount of time that their children spend out in the community, especially those who attend full time. The childminder tracks children's attendance well. She promotes good attendance and punctuality to provide consistency and prepare children for school.

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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 experience a warm and friendly environment. They are greeted by the childminder with genuine care who provides familiar routines that help them feel settled. New children separate from their parents happily and are ready to play. This is due to the induction process and gradual start, which helps them develop a sense of belonging. Children build positive relationships with the childminder through involvement in their play. They seek her out to show her what they have done and receive lots of praise. Children enjoy plenty of attention and cuddles, especially when they need reassurance. They affectionately call her 'aunty' in their home language. Children's individual needs are met, which helps them feel safe and secure.

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

Children adore exploring and learning outdoors. They take part in plenty of experiences outside in their local community. For example, they hunt for the animals in the forest and learn about people who help us at the police museum. Children talk with excitement about these trips as they meet up with their friends. This helps them develop their social skills and a sense of community as they explore the area in which they live.

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

Overall, children make effective progress from their starting points, including those who speak more than one language. They develop an understanding of the world around them as they participate in many first-hand experiences designed to help them to embed developing knowledge. For instance, children learn how to care for their environment as they collect recycling to make into giant robots. They look at packaging and put cardboard in the recycling bin. Children are enthusiastic and enjoy learning.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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Next steps

The childminder should plan when best to deliver adult-led activities so that all children are fully included and take part in learning experiences. The childminder should enhance the curriculum for communication and language so that children always hear the correct pronunciation of words and are given the time to think and respond to questions.

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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. This data is from 25 September 2026

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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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