Childminder in CambridgeshireOfsted report card, 30 Sept 2026

Childminder

Unique reference number (URN): EY352561 Registered with Ofsted: 01/06/2007 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

Children show through their interactions that they feel valued and included because they are well supported by the childminder. They are generally confident to talk and develop their communication and language skills. They use words that they learn as they interact with the childminder and sing familiar nursery rhymes. Children confidently count a range of items they see in the environment, such as pine cones in a natural environment tray activity and magnetic frogs. They gain the necessary skills and knowledge they need to support the next stage in their education. As a result, children typically achieve well.

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Achievement Expected standard

Children demonstrate positive engagement and attention skills during activities and free play. Typically, all children make steady progress from their starting points. They use a variety of suitable equipment that helps to develop their physical skills and coordination. For example, they use rollers and cutters to manipulate plasticine and suitable knives to cut their fruit snack. Children also develop their independence and age-appropriate self-help skills. For instance, they put on their coat and wash their hands before and during mealtimes, and after they have wiped their nose.

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Behaviour, attitudes and establishing routines Expected standard

The childminder fosters an inclusive environment where children show through their body language that they feel safe and secure. She builds positive and trusting relationships with children and their families. Since the last inspection, the childminder has implemented clear boundaries and routines so that children understand what is required. As a result, children are generally kind towards their peers as they interact with each other during a range of different activities. The childminder is a positive role model. Children mirror this by typically demonstrating positive attitudes to learning and routines. However, children's best possible behaviour is not consistently enabled because the new routines and boundaries are not yet fully embedded.

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Behaviour, attitudes and establishing routines Expected standard

Children typically show an understanding of the childminder's expectations through their behaviour. For example, they help to tidy up after an activity and before mealtimes. As a result of these routines and expectations, children generally interact positively with others. They are confident and positive in their approach to learning. The childminder works well in collaboration with parents and carers to support attendance. This has a positive impact on children's learning and progress.

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Children's welfare and wellbeing Expected standard

The childminder provides a safe and welcoming environment. She supports children's transition into the setting by providing individualised settling-in sessions which help them settle. The childminder builds positive relationships with children and knows them well, including their next steps in learning. She is respectful towards children and is a positive role model to support children in being kind and respectful towards each other. During the day, the childminder teaches children to talk about their feelings and recognise the impact of their behaviour on others. This supports their wellbeing and, as a result, children are confident and settled.

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Children's welfare and wellbeing Expected standard

Children are encouraged to manage their own care routines with increasing independence, such as wiping their nose and washing their hands before eating. These opportunities contribute to children building confidence and developing their self-care skills. As a result, children generally adopt positive hygiene practices. Sleeping arrangements are effective and well monitored. The childminder provides parents and carers with relevant guidance to help support them in supplying a healthy and balanced packed lunch for children. Mealtimes are well supervised. While children eat, the childminder sits alongside them and ensures that food is cut appropriately. She also uses this time effectively, to teach children about healthy eating so that they can make their own choices.

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Curriculum and teaching Expected standard

The childminder has a suitable overall understanding of the quality of the curriculum. Since the last inspection, she has implemented an action plan to bring about improvement to help ensure that the curriculum supports children's next steps in learning. For example, she carefully thinks about her planning and tailors this to children's interests. As a result, children are typically engaged in their learning. However, effective teaching is not yet embedded across the curriculum to ensure consistently high-quality interactions.

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Curriculum and teaching Expected standard

Children access an inclusive curriculum which is typically taught well. The childminder understands the steps in children's learning to help build their knowledge and skills so that they generally achieve well. This includes inclusive teaching approaches. The childminder adapts her teaching to meet children's individual starting points, including those with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

The childminder plans suitable activities which support early mathematical concepts, communication and language. Children demonstrate their knowledge and understanding of basic numbers as they count the number of magnetic frogs they have caught with a rod. Children are introduced to new words as they play in the outdoor natural resources activity tray, for example. The childminder implements suitable strategies, such as repeating words and singing nursery rhymes in her teaching and planning of the curriculum. This helps to support children's communication and language skills. Physical development is prioritised from the earliest age, as children slide and balance on the equipment outside.

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Inclusion Expected standard

The childminder has a solid understanding of how to identify and assess the individual needs of children. She is passionate about supporting children with special educational needs and/or disabilities (SEND) and has a high level of knowledge of local procedures for seeking additional support for children, when required. The childminder has attended a number of relevant training sessions to develop her knowledge of how to support children with SEND. Effective monitoring of children's progress identifies any delays in children's learning swiftly. The childminder typically understands how suitable adaptations in teaching approaches should be made to ensure the curriculum is tailored to children's individual needs. Parents and carers are informed regularly about children's learning. This helps to provide consistency in education and care, both at home and in the setting. The childminder has positive partnerships with other professionals and ensures there is robust communication

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Inclusion Expected standard

and handover in relation to children's needs and progress. She has a clear understanding of how to use additional funding effectively to support children who are disadvantaged. For example, she provides additional equipment or enhanced resources based on children's individual needs.

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Leadership and governance Expected standard

The childminder has a suitable understanding of her setting. Since the last inspection, she has reflected and put in place suitable plans for improvement. For example, she has implemented clear boundaries and rules which positively support children's behaviour. The childminder has refreshed her knowledge on a range of relevant training courses to develop her knowledge and understanding. This has had a positive impact on outcomes for children. For example, the childminder has implemented approaches relating to supporting children with special educational needs and/or disabilities. This supports all children's learning and engagement. The childminder has plans to attend additional training in the future to strengthen the setting further. She has a clear understanding of how to use additional funding to support children's individual needs.

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Leadership and governance Expected standard

Through effective partnership working, the childminder supports transitions in and out of the setting to support children moving on to their next learning environment. She has built solid relationships with local schools and visits these with children to help them become familiar with their new environment. The childminder provides home learning bags for families to help support children's learning at home. Parents and carers value this and work collaboratively with the childminder to support children's attendance. As a result of attending the setting, children have the appropriate knowledge and skills they need for their next stage of learning.

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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 enjoy their time at the setting. They show a positive attitude to their learning through their interactions as they explore different activities. The childminder knows children's needs well and plans activities based on their needs and interests. She supports children's emotional wellbeing and carefully responds to their individual needs. Children and their families benefit from the warm, positive relationships they build with the childminder, which supports attendance and transitions. The childminder shares children's progress and achievements with parents and carers daily. This helps to support children's sense of belonging and confidence. Children show a suitable understanding of routines and boundaries. For example, they know they need to help tidy up after an activity and wash their hands before mealtime or snack.

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

Children show growing independent skills, such as being able to put their coat on and self- feeding. They develop their communication, language and early mathematical concepts, such as space and number recognition. This helps to prepare them for their next stage of learning. Children typically make progress over time from their starting points.

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

Children benefit from an environment that allows them to explore a range of resources independently, particularly outdoors. This provides appropriate opportunities to build on their existing skills and knowledge. Regular visits to the nature reserve within the local community help children to learn about the world around them. The childminder supports children with special educational needs and/or disabilities well. She works in collaboration with parents and other professionals to provide the right support at the right time.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Friday : 08:00 - 17:00,Thursday : 07:00 - 18:00

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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 consistently reinforce the strategies used to fully support children's best possible behaviour and their growing understanding of expectations and boundaries. The childminder should continue to embed highly effective teaching and interactions with children across the curriculum to ensure they are of a consistently high quality.

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About this inspection

The inspector spoke with the childminder, children and sought feedback from 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 30 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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