Childminder

Childminder

Unique reference number (URN): 2776771 Registered with Ofsted: 08/03/2024 Registers: EYR

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Safeguarding standards not met

Children are not consistently supervised and are exposed to unnecessary risk. The childminder has a limited understanding of her safeguarding responsibilities. Weaknesses in recruitment, supervision and monitoring reduce the effectiveness of safeguarding measures. The childminder demonstrates some basic child protection and safeguarding knowledge. She has also provided limited safeguarding training for some of her assistants. However, children do not consistently experience care where they are fully protected and where their welfare is promoted.

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding. This puts children at significant risk of harm. The childminder does not ensure that adults who work with children are suitable to do so. Required checks, including Disclosure and Barring Service checks, identity verification, references and first-aid certificates, are incomplete or unavailable. As a result, children are cared for by adults whose suitability has not been confirmed. This places children at risk.

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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 Urgent improvement

Children's achievement is limited and uneven across the 7 areas of learning. While some children engage in play and exploration, progress is largely incidental rather than meaningful. Children have some opportunities to build their social interaction and communication when supported by familiar adults. However, this is inconsistent and not systematically reinforced. Early literacy and mathematical understanding is emerging in some children, but learning is not planned or sequenced effectively to build on children's prior knowledge.

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Achievement Urgent improvement

Children with emerging skills do not consistently receive tailored support to help them achieve. Children are not supported to be ready for the next stages in their learning, including being ready for formal schooling.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder's lack of understanding of behaviour management means that children do not consistently develop self-regulation, independence or social skills for their ages and stages of development. Children are not well supported to develop routines and to understand how to behave. For example, children are not consistently guided to sit, share or follow simple routines. This hinders children's safety and wellbeing and limits their understanding and learning to keep themselves safe.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder has not set clear, age-appropriate expectations for managing children's behaviour. This means that some children do not know how to behave individually or in a group. For example, children bang their feet on radiators while sitting for snack and climb onto the windowsill. This behaviour is not challenged by the childminder or used as an opportunity to help them understand appropriate boundaries. This does not promote children's safety and wellbeing and, at times, places them at risk.

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Behaviour, attitudes and establishing routines Urgent improvement

Despite these weaknesses, children do demonstrate that they feel secure in the childminder's care. For example, they seek her out for comfort when needed. The childminder does understand the importance of tackling poor attendance.

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Children's welfare and wellbeing Urgent improvement

Children's welfare and wellbeing are not consistently supported to meet their individual needs. While children are familiar with the childminder and her assistants, they do not consistently provide the required attention or guidance that children need. For example, there is a lack of help when children need reassurance and support to join in activities. This does not support children in developing their self-confidence and self-esteem.

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Children's welfare and wellbeing Urgent improvement

Children's physical development, personal safety and their health are not consistently managed. The childminder does not demonstrate a secure understanding of managing risks. Risk assessments are not routinely used to ensure a safe environment. For example, cleaning sprays are left within easy reach of the children. Highchairs and some play surfaces are dirty, and blind cords are left hanging where children sit to eat. This, coupled with ineffective supervision at mealtimes, places children at risk of harm. For example, the childminder does not always ensure that children are seated when eating. She allows them to wander around with food in their mouths unsupervised. Hygiene routines, such as handwashing and nappy changes, do not support children's health or help them to develop safe and healthy habits for the future.

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Curriculum and teaching Urgent improvement

The childminder has a limited understanding of child development. The curriculum is not designed or sequenced to meet all children's next steps in learning. In addition, the childminder's implementation of the curriculum is weak. As such, children are not supported to develop well across all areas of learning. This narrows opportunities for children to build on their existing knowledge and skills. Assessment is not used to understand children's starting points or next steps. As a result, children do not consistently benefit from high- quality interactions that promote progress across all 7 areas of learning.

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Curriculum and teaching Urgent improvement

The childminder does not adapt teaching to meet the needs of all children. Activities, such as mark making and sensory play, are generally enjoyed by the children. Interactions between adults and children often lack purpose and are more focused on supervision than on teaching. Therefore, learning is largely incidental and not meaningful to meet the unique needs of each child to help them reach their full potential. The childminder does not consistently support children's communication and language development or extend their vocabulary. For example, children consistently have dummies in their mouths and are not supported to remove them when they speak. Children have some opportunities to develop their mathematical skills as they count out and scoop pasta into bowls. Children are taken for walks every day in the local area. This supports their physical health and wellbeing.

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Inclusion Urgent improvement

The childminder does not demonstrate sufficient understanding of how to promote equality and inclusion. As a result, all children do not consistently experience a setting where they feel valued, supported or able to participate fully. Children do not benefit from purposeful, inclusive practice that promotes a sense of belonging.

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Inclusion Urgent improvement

Children's individual learning needs are not identified, and assessment arrangements are weak. As a result of this poor practice, children with differing abilities do not always receive the appropriate support they need. This limits their progress. The childminder has some understanding of the importance of working alongside other agencies that may be involved in children's learning and care. However, weaknesses in her own practice significantly reduce the impact of the provision to help children to be ready for later learning.

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Leadership and governance Urgent improvement

The childminder, as the registered provider, does not demonstrate a clear understanding of her responsibilities. This has led to several breaches of statutory requirements. The childminder's lack of understanding of meeting requirements for suitable people and safety and risk assessment places children at risk. Additionally, key documents, including Disclosure and Barring Service checks, identity checks, references and first-aid certificates for assistants were not available for inspection as required. This poor oversight of ensuring suitability places children at risk.

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Leadership and governance Urgent improvement

Oversight of the curriculum and teaching is limited. The childminder does not monitor the quality of interactions, planning or children's progress effectively. Risk assessments are incomplete, and health and safety practices, including hygiene and supervision, are inconsistently applied.

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Leadership and governance Urgent improvement

The childminder does not ensure that assistants are supported, trained or supervised to carry out their roles safely and effectively. Decision-making is reactive rather than proactive, with limited use of guidance or assessment to inform improvements. As a result, children's learning, safety and welfare are not consistently protected or promoted. Leadership and governance do not currently provide a robust framework to ensure that the setting meets all statutory requirements.

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

The childminder has not ensured that the required suitability checks have been completed by Ofsted for all assistants who work in her home. Additionally, poor record-keeping by the childminder means evidence that these assistants have completed a valid paediatric first-aid qualification cannot be assured at the inspection. This poor leadership places children at risk and does not support their welfare and wellbeing.

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

Children do not consistently experience a safe or well-organised environment. At mealtimes, children move around while eating and are left without close supervision. This places them at risk and does not help them learn how to keep themselves safe. Babies are not always fed in a way that supports their comfort or wellbeing.

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

Hygiene routines are weak. Children are not encouraged to wash their hands before eating or after having their nappy changed. The childminder does not sanitise the change mat between changes, and some equipment, such as highchairs, is not kept clean. These weaknesses place children's health at risk.

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

Children's behaviour is not supported well enough. When children behave in ways that are unsafe or disruptive, or when they do not follow routines, the childminder does not always notice or intervene effectively. Children do not receive clear guidance or support to help them understand expectations or develop self-regulation.

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

Children have some access to toys and activities. However, these are not planned to build on what children know or can do. The childminder does not consistently use interactions to develop children's communication or thinking. Opportunities to model language, guide play or extend learning are missed. All children do not experience a curriculum that supports them to make progress across the areas of learning.

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

The childminder has procedures in place to ensure that children regularly attend.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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Action Completion Date

ensure that any adults do not have unsupervised access to children until Ofsted has confirmed their 12/01/2026

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Action Completion Date

ensure that anyone left in sole charge of children holds a valid paediatric first-aid certificate 12/01/2026

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Action Completion Date

ensure children are supervised at all times, particularly while eating, and that safe feeding practices are followed 12/01/2026

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Action Completion Date

improve hygiene routines so children are supported to learn good habits and ensure all equipment used by children is hygienic and safe 12/01/2026

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Action Completion Date

take steps to identify and minimise risks within the home so that children are not exposed to hazards 12/01/2026

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Action Completion Date

take steps to ensure adults recognise and respond to children's behaviour appropriately 12/01/2026

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Action Completion Date

ensure assistants receive effective supervision, guidance and support to improve their practice 12/01/2026

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Action Completion Date

undertake professional development to gain a firm understanding of the early years foundation stage requirements and improve the quality of teaching and interactions 12/01/2026

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Action Completion Date

compete and maintain required records and ensure these are accessible for inspection. 12/01/2026

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Action Completion Date

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Action Completion Date

establish and implement a curriculum that is ambitious, sequenced and tailored to children's needs, enabling them to make progress across all areas of learning 12/01/2026

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Action Completion Date

implement regular and effective assessment and use this to use this to plan a challenging and enjoyable experience for each child in all areas of learning and development. 12/01/2026

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Sunday : 08:00 - 18:00,Friday : 08:00 - 14:00

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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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About this inspection

The inspector spoke with the childminder and her assistant.

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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 inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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