Childminder

Childminder

Unique reference number (URN): 2863918 Registered with Ofsted: 27/11/2025 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Expected standard

Children typically make steady progress from their starting points. Babies and young children become curious and engaged, exploring age-appropriate toys independently. For example, babies pull themselves up at the low-level water tray to explore filling and emptying. As they settle, children generally gain confidence to move around the environment, watch others and gradually join in playing alongside their peers.

p.2

Achievement Expected standard

Children typically develop essential early skills that support their progress through the curriculum. They develop independence with their self-care and self-selection of resources. For example, young children help pour drinks at snack and lunchtime. They develop physical skills through daily access to outdoor provision that promotes the physical development of all ages. For example, younger children cruise around low-level sand trays, and older children climb the steps to the slide. Children's imaginations develop as they play with small-world toys. For example, children pretend to feed the sea creatures in the water tray. Overall, children develop the foundational skills they need for future learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder has established a calm and positive environment where expectations for behaviour are clear and understood. Children's ages, stages of development and individual circumstances are carefully considered when supporting behaviour expectations. The childminder adapts her approach sensitively to ensure children follow her instructions. Children feel valued and understood, and they behave well.

p.2

Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of punctuality and attendance. She works closely with families to ensure that children benefit from the full routine of the day, including local trips out. Children are gently encouraged to join in and engage with daily activities and routines. However, children with barriers to their wellbeing are not always fully supported to engage with daily routines. This means those children do not benefit as fully as others from the provision.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are reminded to use good manners. For example, when a child says 'no', the childminder models 'no thank you'. When children need support, the childminder responds sensitively and encourages positive interactions. The childminder uses explicit praise to encourage engagement and reinforce children's positive behaviour. For example, the childminder says 'good job' when the children help dry the slide together.

p.2

Children's welfare and wellbeing Expected standard

Care practices are effective and generally meet children's individual needs. The childminder uses information from parents to follow familiar routines for sleeping, feeding and nappy changing. Generally, daily routines, including mealtimes and sleep, are used to support children's learning and wellbeing. However, routines are not always made sufficiently explicit or predictable for all children. This can result in some children, particularly those who are more anxious, becoming unsettled at different points throughout the day. Children are encouraged to be independent at snack and lunchtimes. For example, young children use cutlery and open cups. Children learn about healthy habits, such as washing their hands before eating or wiping their faces after meals. They enjoy a choice of fruit with water for snack, and younger children are encouraged to help prepare the fruit. The childminder supports children to express their needs and offers calm guidance that helps

p.2

Children's welfare and wellbeing Expected standard

them manage small individual challenges.

p.3

Children's welfare and wellbeing Expected standard

Children benefit from regular outdoor play, fresh air and opportunities to move. The children enjoy exploring nature outside in the garden, which supports their physical development and overall wellbeing. For example, young children delight in discovering different insects around the garden. Children's safety both indoors and outdoors is a priority. They are taught how to keep themselves safe. For example, the childminder reminds children to hold the banister when walking down the stairs.

p.3

Curriculum and teaching Expected standard

The childminder provides a broad and engaging curriculum that supports children's learning across all areas of development. Children experience a wide range of hands-on activities, including painting, music, stories, construction and opportunities to develop their physical skills. Typically, teaching is of a high quality. The childminder skilfully extends children's knowledge. For example, when talking about butterflies, the childminder explains how caterpillars turn into butterflies.

p.3

Curriculum and teaching Expected standard

The childminder generally models vocabulary well for younger children. For example, the childminder says 'grasshopper' and children repeat as they point to the grasshopper found in the garden. The childminder typically adapts language to support all ages. She models 'splish splash' with babies as they enjoy exploring sensory play. However, on occasions, opportunities to develop babies' early language through interactions are sometimes missed during routine care times, for example during nappy changes and when putting on puddle suits and sleeping bags.

p.3

Curriculum and teaching Expected standard

Children are encouraged to be curious and inquisitive as they explore. The childminder uses mathematical language during interactions in play. For example, the children find a leaf and the childminder models 'big leaf, huge leaf'. The children delight in counting legs on a crane fly and talk about its 'long' body. The childminder promotes a love of books. For example, she reads a story to the children as they relax after snack time. There is a wide range of quality books in the provision for children to access, and the children take part in a daily rhyme time.

p.3

Inclusion Expected standard

The childminder welcomes children and families and takes time to understand their individual circumstances. Typically, she considers factors that may affect children's learning, development and wellbeing. Children's individual needs are generally assessed through ongoing observations and an understanding of child development. The childminder provides an inclusive environment where all children are valued and welcomed.

p.3

Inclusion Expected standard

Reasonable adjustments are made to help children feel included. Care routines such as sleeping, feeding and nappy changing are adapted to reflect familiar home practices, helping children feel comfortable. Babies and younger children communicate their needs with support from the childminder. This supports children's engagement in play and daily routines.

p.3

Inclusion Expected standard

The childminder monitors children's progress through ongoing observation and discussion with parents. Although no children currently require additional support, the childminder explains how inclusive practice is promoted and how she would respond if concerns about a child's development emerged. However, occasionally actions are not swift enough when children's needs change or new needs emerge. This means that some children do not receive timely and appropriate additional support. The childminder plans to complete training to build on her skills and knowledge should she care for children with special educational needs and/or disabilities in the future.

p.4

Leadership and governance Expected standard

The childminder typically has a clear understanding of the setting's strengths and takes purposeful action to improve areas identified for development. She undertakes training and reading to develop her professional knowledge and skills and reflects regularly on her practice. For example, the childminder identified a need to increase her knowledge of 2- year-olds and proactively sought advice from other childminders and a local nursery.

p.4

Leadership and governance Expected standard

The childminder generally makes decisions in the best interest of all children. For example, although she values taking the children on outings, she has recognised that the children currently need more time to play and interact in the house around nap times. The childminder manages workload and wellbeing effectively. She organises routines, planning and record-keeping in ways that are sustainable and allow her to focus on children's needs.

p.4

Leadership and governance Expected standard

The childminder maintains positive relationships with parents and values open communication. Information is typically shared daily through discussion and messages, supporting consistency between home and setting. Parents value the regular communication they receive from the childminder about the activities children experience and their learning.

p.4

Leadership and governance Expected standard

The childminder typically prepares children and families for transitions to other settings. She encourages regular attendance and asks parents to communicate if children are going to be absent. This helps her monitor children's attendance and welfare.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children experience a welcoming and calm home-from-home environment where they are well cared for throughout the day. The childminder responds to babies and younger children sensitively. She recognises individual cues and adapts care routines to reflect children's home experiences. For example, differing nap times are accommodated throughout the day. Children receive plenty of individual attention and develop trusting relationships with the childminder. Children enjoy a range of play-based experiences that support exploration and early learning. The childminder sits alongside children, offering simple commentary to support early understanding and attention. These actions help children begin to link actions with outcomes and support early curiosity. Children behave well and cooperate. They are encouraged to use good manners and listen carefully to instructions. For example, children are encouraged to say please and thank you during mealtimes. Children show engagement

p.5

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

as they explore the natural world and show interest in finding out more. They learn to manage small risks with gentle reminders and enjoy exploring outdoors with confidence and joy.

p.6

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

Children are encouraged to develop early independence through everyday routines. At mealtimes, younger children hold forks and spoons as they eat. This helps them build confidence and coordination. Frequent praise helps encourage children to engage and achieve. Children who face barriers to their learning and/or wellbeing are supported sensitively to join in with daily routines and experiences alongside their peers. Children generally make progress from their individual starting points.

p.6

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

Children show curiosity as they independently select resources, including small-world toys, creative materials and sensory items. Children play alongside one another and develop positive relationships. For example, during sensory activities, children explore different-sized containers to learn about capacity. During outdoor exploration, children and babies are encouraged to explore natural items, such as plants and wildlife. These experiences help them to engage and encourage curiosity.

p.6

Next steps

The childminder should strengthen the use of clear verbal prompts and visual cues, to help children to understand what is going to happen next, and support their emotional security, wellbeing and confidence. The childminder should maximise interactions with babies during routine care times to further support their early communication. The childminder should take action more swiftly when children's needs change or new needs emerge to ensure children receive timely and appropriate additional support.

p.6

About this inspection

The inspector spoke with the childminder and children during the inspection.

p.6

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.

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8