Childminder in HartlepoolOfsted report card, 5 Oct 2026

Childminder

Unique reference number (URN): 2865513 Registered with Ofsted: 20/02/2026 Registers: EYR

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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 steady progress, including those with special educational needs and/or disabilities or those who face barriers to their learning. Children develop their language and communication. Younger children use single words to communicate. They begin to learn nursery rhymes and anticipate key words in the rhyme. For instance, they listen to the childminder singing 'Twinkle Twinkle Little Star'. They listen and say the words 'star' and 'high' as the childminder sings. Overall, children develop a range of skills that support them in the next stage of their learning.

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Achievement Expected standard

Children are curious learners. They enjoy exploring plastic insects in a tray. They typically concentrate well. For example, they thoroughly enjoy learning how to squeeze a bottle. They develop this further by squeezing water into a bowl. However, sometimes, weaknesses in curriculum and teaching impact on children's achievement.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear routines that she follows and children benefit from these consistent routines. After nappy changing, children take their dummies ready to go for a sleep. They go to the door and wait for the childminder to put them in their cots. This helps all children, including those with barriers to their learning, to anticipate what will happen next. The childminder works carefully with parents and carers, when children arrive in the morning, to find out how children have slept and eaten. This allows her to adjust her routines to support children's individual needs. The childminder works with parents to understand any barriers to attendance. She explains the importance of regular attendance so that children benefit from their time in the setting.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive attitudes to their learning. They enjoy their learning and usually engage well. This is evident as children play with jigsaw puzzles or water.

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Behaviour, attitudes and establishing routines Expected standard

Typically, the childminder reminds children of her expectations. For instance, as children get ready to go outside, they wait to put their coat on and wait at the door. However, on occasions the childminder does not make her expectations consistently clear. For instance, she does not always teach children about the importance of putting things away. This sometimes gives confusing messages to children.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive relationships with the childminder and each other. They thoroughly enjoy playing peekaboo with the childminder. They beam with delight as the childminder says 'hiya'.

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Children's welfare and wellbeing Expected standard

The childminder places a high priority on children's health and wellbeing. She gives consistent messages about washing hands before eating or after blowing noses. She talks to children about healthy lifestyles. The childminder has reflected on her practice following guidance on keeping children safe when eating or sleeping. She works with parents and carers carefully to give clear messages about healthy packed lunches. She also shares advice about the safe preparation of food. She works with parents to develop consistent approaches to help children to get the sleep they need. This includes strategies to help children to soothe themselves back to sleep, when they briefly wake up. She sits with children and monitors them constantly to support their safety and wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder has identified that she needs to continue to help children manage transition times, such as lunchtime or coming inside. She has tried various strategies to help prepare children for transitions, such as using sign language to explain what will happen next. She also uses timers to help prepare children for changes of routines. Although, these strategies sometimes support children, the childminder's routines do not help children to manage their emotions. She does not consistently give children enough time to explore things freely. For instance, she moves children outside shortly before lunchtime. Some children deeply engage in an activity and do not want to leave it to go in for lunch. This causes some children to become distressed and does not consistently help them during times of transition.

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Curriculum and teaching Expected standard

The childminder's curriculum is generally well thought out. She identifies the skills children need to learn over time and focuses precisely on what children need to learn next. As children play, she seizes opportunities to develop their language and communication. For instance, she reinforces words, such as 'fly' and 'beetle'. As she changes children's nappies, she sings rhymes and talks to children. This helps children to develop new vocabulary over time. This focused approach helps children with special educational needs and/or disabilities make the progress of which they are capable.

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Curriculum and teaching Expected standard

The childminder provides a wealth of learning opportunities outside. This includes use of the mud kitchen and a 'farmers market' stall. However, the childminder does not consistently notice and plan for children's interests and fascinations in play. For example, children who are interested in throwing things have fewer opportunities to explore this. Occasionally, this causes children to lose interest in activities.

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Curriculum and teaching Expected standard

The childminder supports children to build on their physical skills. She provides opportunities for children to run and climb. Toddlers thoroughly enjoy climbing on and off chairs. They learn how to navigate steps as they step up or climb up on their knees. Children develop their small-muscle skills as they play with the jigsaw puzzles.

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Inclusion Expected standard

The childminder meets with parents and carers to understand children's starting points and routines so that she can tailor routines to children's individual needs. For example, she alters her routines so that children can have an additional morning nap as necessary. The childminder uses observations and assessments to identify areas, where children would benefit from additional support. She talks to parents and plans activities to provide targeted support. The childminder monitors the impact of any interventions and the progress children make. This helps her to identify when she needs to seek further support or guidance. The childminder works with parents closely to ensure children benefit from their time in her home. For example, when children are overtired or emotional, she offers shorter days to ensure children remain calm and settled with her. She provides them with additional support and signposts them to other professionals where necessary. She ensures that children and

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Inclusion Expected standard

families receive any funding that they are entitled to and signposts them to websites, where parents can check their entitlement.

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Inclusion Expected standard

The childminder typically understands how to work with other professionals, such as health visitors, to get children any support that they require.

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Leadership and governance Expected standard

The childminder typically identifies her strengths and areas for development. She is aware that sometimes she plans too much and this can impact on children's engagement in activities. The childminder is well qualified and keeps her knowledge and skills up to date. For instance, she listens to podcasts and webinars about changes to the requirements for sleep and eating. She has also researched the latest guidance about online safety and screen time. she reflects on her practice and shares messages with parents and carers. The childminder gives parents clear messages about the use of screens with younger children.

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Leadership and governance Expected standard

The childminder works effectively with colleagues from the local authority. She attends any updates and asks for support and guidance when necessary. The childminder keeps all mandatory training up to date and knows the procedures to follow if she had concerns about children's welfare.

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Leadership and governance Expected standard

The childminder works well with parents. Detailed conversations when parents drop off or collect their children support children's care and learning. She gives advice to parents on a range of subjects, including sleep. She talks to them about where children are in their learning and explains how they can support children's learning at home. Parents value the support that the childminder gives them.

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

Children are happy and settled with this loving and caring childminder. They settle quickly and enjoy exploring the toys with their friends. They quickly develop secure relationships with the childminder. For instance, they beam with delight as they play peekaboo. Children particularly enjoy exploring different toys, when they play inside. They enjoy playing with the

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Inspector:

Elizabeth Fish jigsaw puzzles or the musical instruments. They develop positive attitudes to their learning and concentrate well overall.

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Inspector:

Children enjoy a broad and balanced curriculum, that focuses precisely on what they need to learn next, such as communication and language. Children make suitable progress from their starting points. This includes children who face barriers to their learning. They develop a range of skills that support them in the next stage of their learning. Children learn how to keep themselves safe. They learn to manage risks as they play in the outdoor area. For example, they negotiate space safely as they run and climb.

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Inspector:

Overall, children's views and interests are valued. They usually have plenty of time to explore their interests as they play in the garden or in the childminder's house. However, sometimes children get frustrated when they must leave an activity that they are enjoying if they do not have enough time to explore it fully.

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Inspector:

Children generally behave well. For instance, they wait patiently for the childminder to take them upstairs for their sleep. The move outside calmly and with control. Children develop good relationships with each other. They play alongside each other as they explore the musical instruments. They benefit from predictable routines that support their health and wellbeing. They enjoy healthy meals with plenty of fruit and vegetables. Children develop their independence as they learn to feed themselves or drink from cups.

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Next steps

The childminder should ensure routines support children to manage their emotions as they move through the day. The childminder should ensure that she consistently teaches children about her expectations, so that children have a clear understanding of the rules and boundaries. The childminder should use children's fascinations more effectively to plan the environment to help children to focus more deeply in their learning.

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About this inspection

The inspector spoke with the childminder and children 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,Wednesday,Thursday,Friday : 08:00 - 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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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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