Childminder in CambridgeshireOfsted report card, 6 Oct 2026

Childminder

Unique reference number (URN): 2822833 Registered with Ofsted: 07/02/2025 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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Behaviour, attitudes and establishing routines Strong standard

Children behave extremely well. The childminder is a positive role model, consistently showing kindness and respect to the children in her care. She builds warm and trusting relationships with children. Children enjoy playing together and develop friendships. They learn to share and show consideration for others from an early age.

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Behaviour, attitudes and establishing routines Strong standard

The childminder adapts activities and provides encouragement and praise. This motivates children to engage enthusiastically and sustain their learning. As a result, children develop positive attitudes and make progress from their starting points. The childminder establishes clear expectations and consistent routines. She explains what will happen now and next, and guides children with calm and clear instructions. Children feel secure and transition smoothly between different activities in the day.

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Behaviour, attitudes and establishing routines Strong standard

The childminder ensures all children, including those who face barriers to learning and wellbeing, are included in everyday routines. Children willingly tidy away toys, share resources and take turns with support. For example, when children show kindness by helping their friends to get a toy, the childminder praises their actions. This reinforces children's positive behaviour and strengthens their confidence.

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Behaviour, attitudes and establishing routines Strong standard

Children understand and follow expectations because the childminder consistently reinforces boundaries. They know when to tidy up, wash their hands and prepare for outdoor play. Before entering the garden, children independently change into suitable clothing and footwear, doing so with increasing confidence and independence. At lunchtime, they eagerly tidy away resources, wash their hands and help set the table. These consistent experiences help children to build the social skills, regulate their feelings and develop the independence they need for future learning and eventual transition to school. The childminder follows first-day absence procedures and emphasises the importance of attendance and punctuality.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare and wellbeing. She knows each child extremely well and adapts her care to meet their changing needs. For example, the childminder helps children to regulate their emotions using quiet spaces and resources when needed. This helps children to quickly regain emotional stability and security. As a result, children feel safe, secure and ready to learn.

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Children's welfare and wellbeing Strong standard

The childminder supervises children closely while promoting their independence. For example, she encourages children to climb steps independently while remaining ready to help when needed. The childminder follows safe sleeping procedures and carries out regular checks to protect children's welfare. The childminder adapts sleep and mealtime routines to reflect children's individual needs.

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Children's welfare and wellbeing Strong standard

The childminder promotes healthy lifestyles through nutritious snacks, outdoor play and consistent hygiene routines. Children enjoy healthy foods, develop physical skills and learn to manage their own care needs. They show pride as they wash their hands and place the paper towels in the bin. The childminder reinforces safety expectations when children use outdoor equipment, move around the provision and handle age-appropriate cutting tools. As a result, children learn to manage risks with increasing independence.

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Children's welfare and wellbeing Strong standard

The childminder maintains close partnerships with families and shares daily updates through regular discussions. She ensures parents and carers contribute to decisions about their children's care, ensuring a consistent approach between home and the setting. The childminder follows robust safeguarding procedures, completes thorough risk assessments and manages risks effectively. This enables children to explore their environment safely and access a broad range of experiences.

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Children's welfare and wellbeing Strong standard

The childminder responds promptly to concerns and works closely with families to secure the right support. Her nurturing approach, consistent routines and individualised care promote children's emotional security, physical health and growing independence. Consequently, children thrive in a safe, inclusive and supportive environment.

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Inclusion Strong standard

The childminder has robust procedures for identifying children with special educational needs and/or disabilities, as well as other barriers to learning and wellbeing. She works closely with parents and carers from the outset to understand each child's abilities, developmental stage and individual needs. The childminder's knowledge is secure and embedded in practice, ensuring that every child is able to access the same opportunities and experiences in ways that are appropriate for them.

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Inclusion Strong standard

The childminder adapts her environment and resources to meet each child's individual needs. For example, she provides chewy toys to support children who benefit from sensory resources. The childminder also uses picture cards during singing sessions to help children communicate their ideas and opinions. As a result, children develop confidence, communication skills and independence.

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Inclusion Strong standard

Through careful observations, ongoing assessments and regular monitoring, the childminder identifies children's next steps. She ensures they have a wide range of opportunities to make progress through her curriculum. The childminder works extremely well with parents and carers to develop shared plans that extend their children's learning at home and in the setting. When necessary, she seeks advice from local authority advisers and other professionals to ensure children receive tailored support that meets their needs.

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Inclusion Strong standard

The childminder actively pursues professional development and reflects on her practice to strengthen her inclusive approach. She remains prepared to make further adaptations and reasonable adjustments as children's needs change. As a result, children overcome barriers to learning, thrive in the setting and make the progress they are capable of achieving.

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Achievement Expected standard

All children make progress from their individual starting points and develop the knowledge and skills they need for the next stage of learning. They access a wide range of resources that build on their interests, encourage exploration and allow them to practise new skills and lead their own learning. For example, children develop their fine motor skills as they squeeze water bottles, pour water into containers and take part in mark-making activities. They explore cause and effect by pouring water through a windmill and watching it spin, while also developing their understanding of capacity.

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Achievement Expected standard

All children, including those who face barriers to learning, develop independence through everyday routines. They help to lay the table, manage their personal hygiene, tidy away resources and put on their outdoor clothing. They benefit from meaningful praise, helping children to feel proud of their achievements and build their confidence and self-esteem.

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Achievement Expected standard

Children form positive relationships with their peers and the childminder. They learn to share, cooperate and take turns, for example when using the outdoor steps or playing together in the playhouse. They develop their vocabulary through songs, joining in with familiar phrases and actions and using picture cards to help communicate. However, on occasion, audio stories being played in the background can limit children's opportunities to hear spoken language consistently. This reduces their opportunities to develop listening skills, learn new vocabulary and strengthen their communication and language skills even further.

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Curriculum and teaching Expected standard

The childminder designs a curriculum around children's interests, developmental stages and everyday experiences. She ensures teaching is age appropriate and is typically delivered well. The childminder makes swift adaptations to enhance her teaching and provide opportunities for children, including those with additional needs or who face barriers to their learning, to thrive and achieve.

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Curriculum and teaching Expected standard

The childminder uses thorough assessments to identify starting points, monitor their progress and plan appropriate next steps in learning. She carefully selects resources that reflect children's preferences and support their learning across all areas, adapting activities to meet each child's individual needs.

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Curriculum and teaching Expected standard

The childminder promotes children's independence and physical development by providing opportunities for walking, balancing and climbing. For example, she encourages children to select bicycles in the outdoor area, explore climbing equipment safely and take turns as they navigate the steps. The childminder incorporates learning into daily routines, encouraging children to put on their own shoes and coats and cutting food at snack time. She introduces mathematical concepts naturally through play, using language related to size, colour and number. For example, children count how many feet and hands they have and talk about what happens when they mix colours at the water station. The childminder places an emphasis on supporting children's communication and language. She introduces new vocabulary, models words and sentences, and uses familiar gestures to support children who may face barriers to learning. The childminder engages in meaningful

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Curriculum and teaching Expected standard

conversations to extend children's understanding and help them make connections in their learning. However, occasionally, she abbreviates words rather than consistently modelling the correct pronunciation. This limits children's opportunities to hear vocabulary spoken accurately.

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Leadership and governance Expected standard

The childminder typically demonstrates effective leadership and has a clear commitment to providing high-quality care and education for every child, including those who may face barriers to learning. She evaluates her strengths and areas for development, seeks feedback from parents and carers and undertakes regular professional development to improve her practice.

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Leadership and governance Expected standard

The childminder applies her learning effectively. For example, training to support children with special educational needs and/or disabilities has strengthened her understanding of how to support children's speech and communication. This enables the childminder to introduce different ways for children to express their needs.

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Leadership and governance Expected standard

The childminder gathers detailed information from families when children start, ensuring that care reflects their individual needs, routines and experiences. She builds effective partnerships with parents and carers and works collaboratively to support children's progress. For example, the childminder agrees consistent approaches with families when children begin potty training, helping them develop confidence and independence. Additionally, she works with external professionals, including local authority advisers and health visitors, to secure appropriate guidance and support for children.

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Leadership and governance Expected standard

The childminder actively engages with the local community. She takes children to toddler groups, where they develop social skills, build relationships and gain experience of playing in larger groups. These connections also enable her to share ideas and positive practice with other practitioners.

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Leadership and governance Expected standard

Through reflective practice, ongoing professional development and effective collaboration, the childminder maintains high expectations for herself and continually strengthens the quality of her provision. Her proactive leadership ensures that children and families receive responsive and inclusive care that supports children's learning, development and wellbeing.

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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 settle confidently into the childminder's warm and nurturing provision. She welcomes them enthusiastically. The childminder uses her detailed knowledge of children's lives to personalise conversations, asking about their experiences outside the setting. Children build positive and trusting relationships with the childminder and each other. They respond positively to her engaging manner. Children demonstrate feeling safe and secure by reaching out their hands to hold and their arms for cuddles. These deep relationships help children to feel safe, valued and ready to explore. Children confidently choose activities that interest them. They giggle during peekaboo games in the wooden playhouse and delight in dancing and moving during singing sessions. The childminder notices their interests and extends their learning. For example, during water play, she encourages children to pour water through a windmill and observe it spinning. This

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

helps children to explore cause and effect and build on their hand-eye coordination. While children investigate pumpkins, the childminder introduces descriptive vocabulary, such as 'slimy', 'wet' and 'slippery'.

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

Children access a broad range of stimulating resources and experiences. They enjoy transporting water between different areas and using loose parts to create pretend meals. Children have a wide variety of experiences outside the setting. The childminder takes them to the local field, where they develop their gross motor skills and confidence in open spaces. Visits to toddler groups give children opportunities to meet others, practise sharing and learn to take turns.

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

The childminder ensures that every child, including those who face barriers to learning or wellbeing, participate fully and make progress from their starting points. Familiar routines help children to anticipate what happens next and feel secure. Children increasingly manage everyday tasks independently, putting on their shoes and collecting their water bottles before going outside. They confidently ask for help when needed, demonstrating resilience and self-awareness.

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

Children clearly enjoy attending the setting. The childminder ensures that their attendance is promoted and monitored effectively. Subsequently, children arrive eagerly, build positive friendships and thrive in an inclusive environment that nurtures their confidence, curiosity and development.

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Next steps

The childminder should continue to build on the curriculum for communication and language, modelling clear language and minimising background noise, to ensure that children have consistent opportunities to hear, understand and use new vocabulary.

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About this inspection

The inspector spoke with the childminder, children and parents and carers 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.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 16:00

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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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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

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

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