Childminder in East SussexOfsted report card, 2 Oct 2026

Childminder

Unique reference number (URN): EY535755 Registered with Ofsted: 03/08/2016 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 are highly confident, curious learners. They enjoy exploring the wide range of experiences and activities on offer. They show strong focus and resilience, such as continuing to practise squirting water from a pump, or putting their shoes on with gentle encouragement.

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Achievement Strong standard

Children communicate confidently with the childminder and each other and chat about their play and interests, such as describing how they are washing dolls or where they are hiding in the garden. Those who speak English as an additional language quickly learn new words and use them enthusiastically throughout the day. For example, they label objects, colours and numbers with growing accuracy.

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Achievement Strong standard

Children quickly learn the importance of sharing, taking turns and showing consideration for others. They show increasing independence in everyday routines. For example, they choose where to play, help close the gate, and they wash and dry their hands with minimal support. These range of skills prepare children incredibly well for the next stage of their learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder sets clear, age-related behavioural expectations that are sensitively adapted to each child's stage of development and individual needs. She uses calm, predictable routines to help children feel secure and understand behaviour expectations. For example, she explains that in one minute, they will go inside for something to eat, and praises children for waiting patiently. This helps all children to manage transitions well.

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Behaviour, attitudes and establishing routines Strong standard

The childminder knows children extremely well and builds warm, respectful relationships that support their positive behaviour. She consistently models positive behaviour, supporting children to share resources, and use polite language, such as 'yes please' and 'no thank you'. She gives meaningful praise to support children to understand her expectations. Her patient, gentle interactions are mirrored by the children. They show high levels of kindness and consideration towards one another. For instance, they wait calmly for friends to finish painting before moving to the next activity and comfort each other when accidents happen, checking their friends are okay.

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Behaviour, attitudes and establishing routines Strong standard

Attendance and punctuality are supported well. The childminder works flexibly with parents and explains the importance of regular routines. This helps all children benefit fully from the range of learning opportunities in her care.

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Children's welfare and wellbeing Strong standard

The childminder consistently prioritises children's welfare and wellbeing. For example, she works with parents and carers to understand children's individual needs, such as sleeping, feeding and weaning routines, through 'all about me' forms and settling sessions. She then adapts routines through regular communication with parents to meet children's changing needs. She provides flexible settling-in sessions tailored to each child's needs, welcoming parents to attend. This sensitive approach supports children's emotional security and wellbeing, helping them to settle confidently and at their own pace.

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Children's welfare and wellbeing Strong standard

Children benefit from highly responsive and nurturing relationships. For instance, the childminder recognises when children need reassurance and provides comfort through cuddles, calm conversations and support to help them identify and express their feelings. She uses key words from children's home languages to support communication and help children who speak English as an additional language feel included and understood. When meeting children's personal care needs, such as wiping noses or changing nappies, she consistently seeks children's consent and explains why she needs to help them. This supports children to feel respected, promotes their independence and builds their understanding of personal boundaries.

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Children's welfare and wellbeing Strong standard

Children develop an excellent understanding of healthy lifestyles. They learn about oral hygiene, handwashing, self-care and sun safety through everyday activities. They enjoy regular outdoor exercise, eat nutritious snacks, learn about and discuss healthy food choices and help with cooking food. The childminder also discusses healthy lunch options with families.

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Curriculum and teaching Strong standard

The childminder uses her careful assessments and her knowledge of the seven areas of learning to skilfully create a curriculum that builds on children's starting points. The childminder provides consistent support for children's needs, including those who speak English as an additional language. For example, she uses familiar words in children's home language to support their understanding as well as high-quality interactions, such as story times, singing, recasting and repeating words and sounds. This supports children's communication and speech incredibly well and helps them to make excellent progress.

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Curriculum and teaching Strong standard

Activities are thoughtfully planned to support children's interests while building on their learning. For example, while children enjoy pretending to buy food in the playhouse, the childminder narrates children's play, introducing words, such as 'pumpkin'. This supports children's language. She supports children to count and recognise numbers on play money, talking about 'little', 'big' and 'heavy' vegetables. This strengthens their mathematical understanding.

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Curriculum and teaching Strong standard

The childminder supports children's social skills with gentle encouragement, to share and take turns with the resources, wait for others and use phrases, such as 'excuse me', when playing. Children benefit from many opportunities to build on their physical skills. For instance, they go on walks to the local woodland, climb in the playground, throw and bounce balls in the garden and use paintbrushes and rollers to paint.

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Inclusion Strong standard

The childminder has an excellent understanding of how to support children, including those with special educational needs and/or disabilities (SEND), those who speak English as an additional language and those with other barriers to their learning or wellbeing. She shows commitment in strengthening her expertise and plans to complete further SEND training. The childminder works extremely well with parents and carers to identify individual needs. For example, parents complete 'all about me' books, and the childminder has detailed regular discussions with parents. She uses this information, as well as her careful observations, to build a clear understanding of children's starting points. This means she can plan well-matched support for all children.

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Inclusion Strong standard

Children benefit from effective support from the moment they join the setting. For instance, she works with parents to use words and phrases in children's home language in the setting, as well as high-quality interaction to support their communication and language. The childminder also works very well with external agencies, such as the local authority early years team and speech and language professionals. She uses recommended strategies consistently, such as specialised books and visual supports to strengthen children's speech.

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Inclusion Strong standard

The childminder regularly reviews support with parents to make sure it remains highly effective in reducing barriers to learning and wellbeing. She uses funding thoughtfully, selecting resources and arranging experiences that closely match children's needs and interests. This helps all children make excellent progress.

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Leadership and governance Strong standard

The childminder is highly reflective and has a secure understanding of her strengths and areas for development. She is committed to continually improving her knowledge and skills through professional development. She has completed training, such as supporting children's behaviour and children's oral health, which has strengthened her practice. She is also keen to further develop her knowledge and understanding of supporting children with special educational needs and/or disabilities (SEND).

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Leadership and governance Strong standard

The childminder consistently places children's best interests at the centre of her practice, including those who are disadvantaged, have SEND or face other barriers to learning and wellbeing. She carefully selects resources, plans activities and organises outings that reflect children's individual interests, abilities and learning needs. She works closely with parents, carers and other professionals to identify children's needs effectively and take appropriate action to ensure they receive timely support.

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Leadership and governance Strong standard

The childminder values professional relationships and meets with other childminders to share ideas, discuss good practice and extend her knowledge. These opportunities also give children opportunities to socialise and play with a wider group of children, helping to develop their confidence and social skills.

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Leadership and governance Strong standard

The childminder works incredibly well with parents and carers, supporting a shared approach to children's care and learning. She is warm, approachable and welcoming, creating positive relationships from the beginning. For example, she maintains regular communication through daily conversations. She shares photographs and detailed updates through online messaging about children's activities, learning and development. This helps parents to understand their children's progress and support their learning at home. Parents speak highly of the childminder and value the communication and support she provides.

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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 thrive in this home-from-home setting, where the childminder's nurturing care helps them feel valued and secure. Children and their families are made to feel welcome and supported from the moment they join the setting. For instance, flexible settling sessions are adapted to children's individual needs, with parents and carers invited to attend. This supports children's wellbeing and helps them feel comfortable in the childminder's care. Children enjoy warm interactions with the childminder throughout the day. For example, they happily chat about their interests and favourite things, laughing and giggling with the

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About this setting

childminder and each other. They enjoy reassuring cuddles and cosy story times. These positive relationships help children feel valued and build their emotional wellbeing. Children play extremely well together. They learn to wait patiently, share resources and take turns. They show kindness and empathy, such as checking on their friends when they are upset or hurt.

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About this setting

Children delight in exploring activities that are thoughtfully planned to suit their interests. For example, children spend time washing baby dolls, squeezing water bottles and pushing down on water pumps. This supports children's fine motor skills. Children confidently talk about their play, saying things such as, 'Brush her teeth and brush her hair', developing their understanding of self-care. They eagerly notice bubbles, ask for more water or seek help when needed. This strengthens their communication and language skills. They show determination as they repeatedly try to operate the pumps, building resilience and perseverance. Children develop independence through everyday routines, such as confidently choosing where to play, learning to put on and take off their shoes, and practise using cutlery at mealtimes. These experiences prepare them very well for the next stage in their learning.

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About this setting

Regular attendance is promoted effectively. The childminder provides flexible support for families and discusses the importance of children having a consistent routine in her care.

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Next steps

The childminder should continue to build on her professional development and enhance the support provided to children who need extra help to create a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with the childminder, the children and took account of the views of 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. Unique reference number (URN): EY535755

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:30

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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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