Childminder in DorsetOfsted report card, 24 Sept 2026

Childminder

Unique reference number (URN): 2800897 Registered with Ofsted: 26/09/2024 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

Typically, children, including those with special educational needs and/or disabilities, progress well from their starting points and are prepared for the next stage of learning. Children develop their communication and language skills well and are starting to express how they are feeling. Children use mathematical language in their play and narrate their own play as they explore toy bugs in a large tray of mud. Children demonstrate turn taking and use 'please' and 'thank you' regularly. Children demonstrate small-muscle skills as they use rolling pins and press cutters to make shapes in dough. They demonstrate resilience as they persist in creating shaped dough insects and carefully pick up their creations to share with the childminder. Children develop a love of books as they regularly bring stories to the childminder and listen as she reads to them.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children show they are becoming motivated learners. They spend extended time focusing on creating shaped dough insects. Children build trusting relationships with the childminder and enjoy sharing their interests and achievements with her. The childminder uses stories to teach children about emotions and turn taking, as children take turns lifting flaps and pressing buttons on sound books.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children attend the setting regularly and typically understand expectations around behaviour. They listen to the childminder and behave well. The childminder typically has a consistent and inclusive approach to behaviour. She encourages children to share resources and speak respectfully to each other. However, there are occasions when routines are not fully embedded and children do not fully understand or follow expectations. For example, during transition times, children do not always receive clear expectations.

p.2

Children's welfare and wellbeing Expected standard

The childminder is inclusive and attentive to children's needs. Children form secure attachments with her and enjoy their time in her care. She knows each child well and balances her attention sensitively. The childminder adapts sleeping arrangements to meet children's individual needs and follows safe sleep guidance. Parents share that they are happy with the care she provides and the information they receive about their children's day.

p.2

Children's welfare and wellbeing Expected standard

The childminder ensures that hygiene routines are robust. For example, children are supported to wash their hands after nappy changes and toileting and before meals. The childminder uses mealtimes to promote children's social development and to discuss the healthy, nutritious food available to them. The childminder understands the requirements around safety when children are eating. She ensures children are positioned in sight while they are eating to minimise the risk of choking. Children enjoy outdoor and physical play as they go on walks into the community. The childminder teaches children to be safe, reminding them to walk inside and not to put resources in their mouths.

p.2

Curriculum and teaching Expected standard

All children, including those with special educational needs and/or disabilities, typically make meaningful progress from their individual starting points. The childminder uses purposeful interactions to support children's ability to communicate through back-and-forth conversation. She introduces new vocabulary as part of planned activities. For example, when children explore toy bugs in a large tray of mud, she uses words such as 'insect' and 'antenna'. Her curriculum is broad. She talks to children about how worms move without legs and introduces mathematical language to describe the size of the insects.

p.3

Curriculum and teaching Expected standard

The childminder assesses what children know and can do and uses this to plan next steps. She is responsive with her teaching, using children's interests to teach. As a result, children typically remain engaged. For example, children bring the childminder their favourite stories to read. They listen carefully and enjoy how she uses toy animals to bring the stories to life.

p.3

Curriculum and teaching Expected standard

The childminder typically supports children to develop their independence with toileting and washing their hands before mealtimes. However, daily routines do not consistently promote children's independence. This limits opportunities for children to develop confidence in managing their own personal needs. For example, children are not consistently encouraged to have a go at wiping their own noses or pouring their own drinks. This means children do not consistently have the opportunity to practise a range of independence and self-care skills. Teaching during transitions is not always consistent and therefore expectations are not always clear for children.

p.3

Inclusion Expected standard

The childminder has created an inclusive environment where children's individual needs are supported. She generally adapts the environment so that all children can participate, ensuring that resources are accessible to all children. The childminder uses her own assessment and discussions with parents to identify children's learning needs quickly and make adaptations to her interactions.

p.3

Inclusion Expected standard

The childminder works with parents and other professionals to create support plans for children with special educational needs and/or disabilities. She typically ensures plans have clear next steps and reviews these regularly. The childminder recognises that children would benefit from her developing her knowledge of special educational needs even further, to strengthen her inclusive practice. She has identified additional training she plans to attend, such as training around supporting children with autism.

p.3

Leadership and governance Expected standard

The childminder reflects on her practice and has plans for further training to support her knowledge of special educational needs and/or disabilities (SEND). She works with parents and other professionals to support children with SEND and set precise next steps to support development.

p.3

Leadership and governance Expected standard

The childminder knows the children in her care well. She places an emphasis on building positive relationships with parents. Parents share that they are pleased with the support provided for their children and receive regular updates on how their children are progressing in the setting.

p.4

Leadership and governance Expected standard

The childminder manages her own workload and professional responsibilities effectively, ensuring children's needs are at the centre of her decisions. She is starting to work with other settings children also attend and is developing these partnerships so that children benefit from a more joined-up approach to their care and education. She understands her responsibility to notify Ofsted of any significant events or changes to the suitability of those living or working in her home.

p.4

Leadership and governance Expected standard

The childminder recognises that the organisation of routines and transitions could be strengthened to further build on children's growing self-care and independence skills throughout all parts of the day.

p.4

Compulsory Childcare Register requirements

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

p.4

Register

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

p.4

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 are well cared for and happy at this welcoming setting. Children arrive with excitement and are ready to learn. They form healthy bonds with the childminder, who knows them well. Children develop a sense of belonging and attend the setting regularly. They show they feel safe and enjoy their time in the childminder's care as they access familiar toys and excitedly share them with her.

p.5

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

Children enjoy a range of learning opportunities that build their small-muscle development. For example, they roll dough with rolling pins and use cutters to make shapes. Children demonstrate they are learning how to share as they offer other children dough and thank each other for passing the rolling pin. Typically, children progress well and are prepared for their next stage in learning. Children with special educational needs and/or disabilities benefit from well-thought-out support plans with clear next steps.

p.5

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

Children demonstrate positive attitudes to learning as they typically remain engaged in activities and regular stories and songs. They learn about insects through conversations with the childminder and through exploring toy insects with magnifying glasses. Children are starting to use mathematical language in their play as it is skilfully introduced naturally by the childminder.

p.5

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

Children are starting to learn how to be independent with some aspects of their self-care and how to keep themselves safe.

p.5

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:00

p.6

Facts and figures used on inspection

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

p.6

Next steps

The childminder should review and strengthen daily routines, so that children become more independent in managing their own needs. The childminder should improve teaching around daily routines so that expectations are always clear for children.

p.6

About this inspection

The inspector spoke with the childminder, parents 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

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.7

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.7

Needs attention

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

p.7

Urgent improvement

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

p.7

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.7

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.7

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.7

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