Childminder in DevonOfsted report card, 29 Sept 2026

Childminder

Unique reference number (URN): 2863700 Registered with Ofsted: 13/11/2025 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 secure progress from their individual starting points across all areas of the early years foundation stage. Those with special educational needs and/or disabilities achieve highly because of the precise and targeted support they receive. Transitions are thoughtfully planned, from the moment children join the setting through to their move to pre- school or school.

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Achievement Strong standard

Children's communication and language skills develop particularly well. Purposeful and skilled interactions and modelling of language support children to develop their language skills. Children are able to communicate their needs clearly, and well-timed interactions ensure their needs are consistently met.

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Achievement Strong standard

Children demonstrate increasing independence and confidence in their abilities. Children are proud of their achievements and take pride in contributing to the setting. For example, children clear away their plates after eating, without being asked. They help one another tidy away toys at the end of play sessions and persevere until everything is put away.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created an environment of kindness and respect, where children show exemplary manners, take turns and value each other. Children build warm, trusting and positive relationships in the setting, which helps them feel secure and ready to learn. There are secure bonds between children and the childminder. Children are supported by consistent positive praise, which reinforces their positive behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate positive attitudes as they explore a calm and purposeful learning environment. Well-established routines enable them to move between activities and areas with confidence and growing independence. For example, when children have finished their snack, they go independently to get their shoes and coats on, ready to play outdoors.

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Behaviour, attitudes and establishing routines Strong standard

Children with special educational needs and/or disabilities (SEND) are supported through step-by-step guidance, helping them manage transitions successfully and participate alongside their peers. For example, a 5-minute warning is given to children before tidy-up time, which reduces anxiety and builds emotional regulation.

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Behaviour, attitudes and establishing routines Strong standard

Children show respectful and considerate behaviour. They understand routines and boundaries, which helps them work with others and manage their feelings effectively. The children use manners consistently. For example, children say 'excuse me' when passing by others and 'thank you' when friends share with them.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is promoted positively, and accurate records are maintained and closely tracked. Children with SEND benefit from these effective arrangements, which help secure their regular attendance and ensure continuity of support. Prompt adjustments help children remain settled, included and engaged in learning. This enables them to make the most of the opportunities available and thrive at the setting.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are at the heart of the childminder's practice. They form warm, secure attachments with the childminder, who responds to their needs with genuine sensitivity and care. The smallest changes in children's emotions are recognised and addressed swiftly. The environment is calm, welcoming and safe, so children feel confident to explore and play.

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Children's welfare and wellbeing Strong standard

Children are taught about consent in an age-appropriate way and understand that they can ask for a cuddle when they want comfort or reassurance. For example, the childminder models this by asking children first if they would like a cuddle when they become upset. Personal care and sleep practices are managed carefully and with dignity and respect. Soft music and lighting are introduced so that children recognise when it is sleep time.

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Children's welfare and wellbeing Strong standard

Children benefit from daily access to outdoor play, as well as additional physical development opportunities, such as visits to the local park and local woodland walks. Children with special educational needs and/or disabilities (SEND) particularly benefit from this, promoting their physical health and emotional wellbeing. Healthy food choices are encouraged and shared with parents. Children wash their hands independently and drink from open cups without support, and babies use cutlery with increasing control.

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Children's welfare and wellbeing Strong standard

The childminder is highly responsive to the varying needs of individual children. The needs of children, including those of children with SEND, are identified and responded to without delay. The childminder works closely with other settings that the children attend, ensuring a sense of continuity and consistency across their care and learning.

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Curriculum and teaching Strong standard

The childminder has created a well-sequenced curriculum that matches children's interests, prior learning and stages of development. She provides rich, purposeful experiences that build meaningfully on what children already know and can do. Prior learning is revisited to secure knowledge over time. For example, older children recall facts about liquids and solids when playing in the water. Younger children recall signs for different animals, such as 'dog' and 'cow', using Makaton. As a result, children make sustained progress, securing knowledge and skills over time.

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Curriculum and teaching Strong standard

The childminder expertly models new vocabulary and adapts language appropriately for mixed ages. Every interaction is deliberately used to extend children's thinking and language. Older children confidently use number in meaningful contexts, such as when calculating how many days remain until their birthday. The childminder skilfully models counting for younger children during everyday experiences, for example by counting the steps as they climb to the slide. As a result, children develop a secure understanding of number in real-life situations.

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Curriculum and teaching Strong standard

Children confidently make marks and enjoy challenging themselves. For example, older children write their name with chalks outdoors. For younger children, the childminder models the first sound in their name to ensure that they are included in the learning. The curriculum promotes diversity effectively. For example, books in the setting reflect different family make- ups, and role-play resources include dolls from different cultural backgrounds. This helps children develop an understanding of diversity and respect for others.

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Inclusion Strong standard

Inclusion is central to the childminder's practice. Children benefit from tailored support and thoughtful adaptations that help them feel secure, participate fully and make good progress from their starting points. This ensures that all children, especially those with special educational needs and/or disabilities (SEND), are able to participate fully and thrive.

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Inclusion Strong standard

There is a sharp focus on developing children's communication and language skills. The childminder skilfully models simple words and short phrases with clarity, linked to their individually identified next steps. Picture symbols are used effectively throughout the setting to support children with SEND. This consistent approach allows children to communicate their needs and feelings and follow routines. For example, children use Makaton signs to communicate when they have finished their lunch.

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Inclusion Strong standard

Children's progress is carefully monitored. Their emerging needs are swiftly identified and the childminder responds promptly. The childminder seeks advice from external professionals when appropriate to ensure support is timely and meaningful. For example, family-hub referrals are made swiftly for children and families who have been identified as needing extra support. The childminder works effectively with parents to ensure that information about the children is shared effectively. This ensures that support is coordinated and tailored to children's individual needs, promoting positive outcomes for children.

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Inclusion Strong standard

As a result of this high-quality, inclusive provision, children develop the essential skills, confidence and readiness needed for future learning and successful transitions.

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Leadership and governance Strong standard

The childminder is ambitious for all children to achieve and thrive in the setting. She has a sharp focus on school readiness and ensuring that all children are thoroughly prepared for the next stage in their learning. She delivers a well-sequenced and carefully considered curriculum that responds closely to children's interests and stages of development. Activities are meaningful and designed to help children build their knowledge and skills over time.

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Leadership and governance Strong standard

The childminder continuously reflects on and develops her provision. For example, having identified children's sustained interest in the sensory kitchen, she has broadened the area and introduced additional resources. As a result, children of all ages now benefit from richer opportunities to explore, investigate and develop a wide range of skills.

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Leadership and governance Strong standard

The childminder prioritises her professional learning to ensure her skills and knowledge remain up to date and current. For example, she reads research from the speech and language service to support her approaches to developing the children's communication and language skills. The childminder manages her workload effectively and maintains accurate records of assessment and progress, meaning that children's next steps in learning are addressed swiftly and precisely. Partnership working is a key strength. The childminder works closely with parents and carers, who speak positively about the high levels of communication and individualised support they receive. For example, when parents share targets identified at home, the childminder incorporates these into daily activities, helping children make steady progress towards their next steps. She works closely with the local school and pre-school to ensure

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Leadership and governance Strong standard

joint working. This supports successful transitions and school readiness.

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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

The childminder provides a caring and responsive home-from-home environment in which all children thrive. Children show kindness, excellent manners and cooperation with each other. Strong relationships with the childminder help children feel safe and secure. This has a positive impact on their emotional security, enabling them to learn and play with confidence and growing independence.

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

Children benefit from highly consistent routines and clear expectations. As a result, children play happily and develop positive attitudes towards learning. Children play positively together and show interest in one another, helping to create a sense of belonging. The childminder uses calm and responsive interactions that support children to take turns, share and respond to their friends. For example, the childminder skilfully supports turn-taking during play, using 'your turn, my turn' picture symbols to aid understanding. Through these timely interactions, children's confidence, self-regulation and emotional development are consistently strengthened.

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

Children are confident communicators. The childminder uses precise language, signing and visual supports skilfully to help all children understand and communicate their needs. This promotes children's understanding and extends their vocabulary.

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

Books are used effectively to support children's emotional development. For example, when sharing the book 'Incredible You', the childminder personalises the story by including children's names. As a result, children develop a strong sense of belonging, recognise their own value and build confidence in who they are. Children enjoy stories and rhymes and join in enthusiastically with familiar texts. For example, they confidently complete the ends of sentences in stories, demonstrating their growing language skills and enjoyment of stories.

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

Children's physical development is actively promoted through well-planned outdoor activities and outings. For example, children regularly visit the local park to develop their gross motor skills. The childminder uses these outings to support children to learn to stay safe. All children, including those with special educational needs and/or disabilities, are supported to thrive in the setting.

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Next steps

The childminder should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

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

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About this setting

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