Childminder in DevonOfsted report card, 24 Sept 2026

Childminder

Unique reference number (URN): 2807281 Registered with Ofsted: 28/10/2024 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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Achievement Expected standard

All children make typical progress for their age and stage of development, including those with special educational needs and/or disabilities or barriers to their learning. Children are developing into effective communicators and their language skills are developing well. They quickly learn new words and use them in their play, helping them to become confident speakers. The high number of adults in the setting means that children take part in meaningful conversations throughout the day.

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Achievement Expected standard

Children develop important self-care skills. They confidently feed themselves at mealtimes and use equipment that is suitable for their age. For example, children are encouraged to drink from an open cup rather than a sippy cup.

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Achievement Expected standard

Children are generally engaged during adult-led activities. They are confident, willing to join in and happy to try new experiences. For example, younger children smile, join in and copy the childminder during singing and dancing activities. The childminder prepares children well for the next stage of their learning, including moving on to nursery or school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is kind and caring to all children and always speaks to them with respect. She has built strong, warm and nurturing relationships with the children in her care. The childminder and her assistants are positive role models who help children learn about kindness and how to get along with others. The children generally have a positive attitude to their learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children well as they learn to share toys and resources. She encourages children to take turns, helping them learn how to play together cooperatively. She uses clear praise to recognise positive behaviour and encourage children to make good choices. The childminder and her assistant provide a secure and reassuring presence while children explore their surroundings and develop their independence. This helps children feel safe and supports their emotional wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations for children's behaviour. Children are polite and listen carefully to her instructions. They are encouraged to use good manners, such as saying 'please' and 'thank you' during snack times. However, there are occasions when children are not given clear reminders about changes in the daily routine. This means they are not always fully supported to finish activities appropriately before moving on to something else, which causes disappointment.

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Behaviour, attitudes and establishing routines Expected standard

The childminder understands the importance of regular attendance in supporting children's learning, development and relationships. She has clear systems in place to encourage and support good attendance for all children.

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Children's welfare and wellbeing Expected standard

The childminder typically promotes children's safety and wellbeing well. She adapts her care to meet the needs of all children, including those with special educational needs and/or disabilities and those who may face barriers to their learning. Her policies and procedures support children's welfare and wellbeing. She follows these well and puts them into practice effectively. Children thrive in the setting and form warm, trusting relationships with the childminder and her assistants. This helps them to feel confident and willing to try new experiences.

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Children's welfare and wellbeing Expected standard

The childminder understands the importance of following current guidance to keep children safe. For example, she checks sleeping children regularly and makes sure that children are always supervised while eating.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy lifestyles effectively. She models effective handwashing routines and encourages children to join in. Information about healthy eating is shared with parents so that children can enjoy healthy food both at home and in the setting. Children help to care for fruit and vegetables growing in the garden. This supports their understanding of healthy eating and helps them to develop respect for the environment.

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Curriculum and teaching Expected standard

The childminder has planned a rich and varied curriculum. She plans for each age and stage in the setting and uses children's interests effectively to extend their learning. For example, dinosaurs in the sandpit led to high levels of engagement and talk from children. The childminder engages effectively with the children and takes every opportunity to model language. During a sensory rice activity, language such as 'scoop' and 'pour' were modelled and repeated by children.

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Curriculum and teaching Expected standard

The childminder skilfully weaves mathematical language into play. She frequently supports children to recognise patterns, match and count. Children have access to a range of books. The childminder and her assistants choose books that link to children's interests and allow time to discuss and explore their contents.

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Curriculum and teaching Expected standard

The childminder supports children's physical development through a range of activities. Children sing, dance and play instruments together each day. In the well-resourced garden, they dig in the sandpit, throw and kick balls and play on the swing. The children have regular opportunities to visit the local area where they engage in nature walks at the allotments, visit parks and visit playgroups to meet other children of a similar age.

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Curriculum and teaching Expected standard

The children learn about similarities and differences between each other and celebrations from other cultures. However, the childminder could plan for further opportunities to recognises equality and diversity.

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Inclusion Expected standard

The childminder is committed to making sure that every child is included and able to take part fully in her setting. She gets to know children and their families well. Through observation, assessment and regular discussions with parents, she identifies any barriers that may affect children's learning or wellbeing. The childminder understands how to adapt her practice to meet children's individual needs. She considers how changes to activities and the environment can help children join in, make progress and achieve well. The childminder shares each child's next steps with her assistants so that everyone can support children's learning and development effectively.

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Inclusion Expected standard

The childminder understands the importance of working with other professionals to meet children's individual needs. For example, she has sought advice from the local early years team and has made referrals to speech and language therapists when children have needed additional support.

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Inclusion Expected standard

The childminder has developed her knowledge of how to help families access additional funding, including early years pupil premium funding. However, she could strengthen the way this funding is used by planning more carefully how it can help to address gaps in children's development and experiences. For example, this could include purchasing additional resources or providing further opportunities for visits and experiences.

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Leadership and governance Expected standard

The childminder has a clear idea of what she wants to achieve in her setting. She puts strong relationships with children and families first. She also makes sure children have opportunities to learn and explore outside of her home. She regularly reflects on her practice and is open to feedback that helps her improve. The childminder has a good understanding of how children learn. She identifies children's next steps accurately and plans activities that help them make progress.

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Leadership and governance Expected standard

The childminder is dedicated to improving her professional knowledge and she has completed training that is relevant to her role, such as learning about neurodiversity. She makes good use of support available in the local area and has built positive relationships with other childminders. She uses community resources well and knows when and how to seek advice from other professionals if needed. The childminder provides regular opportunities for assistants to complete training. She has identified further ways that they can continue to develop their professional knowledge and supports them well.

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Leadership and governance Expected standard

Partnerships with parents are positive. Communication between the childminder and parents is strong and effective. Parents trust the childminder and appreciate the care she provides. The childminder knows what she does well and recognises areas where she can improve further. She understands the priorities identified during inspection and is committed to making the experiences she offers children even better.

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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 are happy, settled and well cared for in this warm and nurturing setting. Children settle quickly and make a smooth transition into the setting. They have strong relationships with the childminder which help children feel safe, secure and valued. As a result, children are confident and enjoy the time they spend in her care.

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

Children engage well with the adults around them and benefit from the warm and friendly atmosphere. They quickly learn the routines and boundaries of the setting. Children listen carefully to instructions and respond well to gentle reminders. For example, they sit sensibly at the table during mealtimes and follow the childminder's guidance to help keep themselves safe.

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

Activities are carefully planned to meet the ages, stages of development and interests of all children attending. Children's interests are used well to extend language, knowledge and understanding. Interactions between adults and children are of a high quality, and children take part in rich conversations throughout the day. Children's next steps are identified accurately, planned for carefully and shared with the wider team. Strong partnerships with parents mean that children receive consistent support both at home and in the setting, helping them to achieve their targets.

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

Children make good progress and develop into confident and motivated learners. Children with special educational needs and/or disabilities receive precise support that is matched to their individual needs. Children's achievements, interests and unique qualities are recognised and celebrated. This helps children develop positive self-esteem and confidence in their own abilities.

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

Children confidently explore the environment and independently choose the resources and activities they would like to access. The outdoor area is particularly popular and provides many opportunities for physical development. Children develop their coordination, balance and control as they use resources, such as swings and other outdoor equipment. They also enjoy taking part in adult-led activities and engage enthusiastically in planned experiences. For example, children concentrate for long periods as they search for dinosaurs and eggs, while learning new vocabulary that supports their communication and language development.

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Next steps

The childminder should plan more carefully how additional funding can be used to support children's learning and experiences. This will help to ensure that funding is targeted towards children's individual needs and helps them make the best possible progress. The childminder should provide a wider range of opportunities for children to learn about equality and diversity. This will help children develop a greater understanding of different people, cultures, and experiences. The childminder should give children time to prepare for what is happening next so that they move smoothly between different parts of the day.

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About this inspection

The inspector spoke with the childminder and assistants 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

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About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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Our grades explained

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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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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