Childminder

Childminder

Unique reference number (URN): EY283776 Registered with Ofsted: 16/04/2004 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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Children's welfare and wellbeing Expected standard

The childminder considers children's welfare and wellbeing by establishing routines and providing the care they need. Individual care needs are also attended to by the childminder, which are built into the structure of the day. For example, babies are given a bottle of milk before nap time. Through regular interaction and engagement, the childminder has developed positive relationships with children, evidencing secure attachments. These are visible and include both younger and older children, as well as those who have only recently joined the setting.

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Children's welfare and wellbeing Expected standard

Children are provided with healthy meals and snacks. Older children are encouraged to reflect on how to keep safe both in the setting and on outings. An example of this is evidenced as the childminder sensitively reminds the children to be careful when climbing up onto a chair before starting their activity.

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Children's welfare and wellbeing Expected standard

Children are free to express themselves and to share their likes and dislikes. The childminder uses this knowledge to enhance her provision and add toys and resources of interest to children. The childminder also comforts children and helps them to understand and manage their emotions.

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Achievement Needs attention

Although children make some progress in their learning, they do not achieve as well as possible from their starting points. They generally enjoy the activities on offer but do not benefit fully from the potential learning. For example, they enjoy practising skills such as holding a felt-tip pen and making marks on card and delight in their Christmas card creations, complete with stickers. However, they do not explore their own creativity as the activity has a lot of adult direction.

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Achievement Needs attention

Children take part in some interesting conversations but do not consistently explore new vocabulary. They do not make the progress they are capable of in their communication and language. Overall, children are not prepared as well as possible for moving on to the next phase of their education.

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Behaviour, attitudes and establishing routines Needs attention

When in the setting, older children play with younger children briefly and engage in short periods of interaction, sharing and taking turns. This supports their developing social skills. However, the arrangements to promote children's independence are not fully effective. For example, the childminder sometimes spoon-feeds older children rather than allowing them to feed themselves. This does not support children to develop positive attitudes towards their own learning or to master new skills. The childminder has a daily routine that generally involves morning outings, including walks in the local community, trips to the park and weekly playgroups. By establishing these clear routines, the childminder supports children effectively to understand what will happen next. The childminder supports children in these outdoor environments, which helps to maintain positive relationships with her and feelings of security.

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Behaviour, attitudes and establishing routines Needs attention

Attendance and punctuality are regularly monitored by the childminder, as she records details of these as well as the outings she takes the children on. Unwanted behaviour is dealt with calmly by the childminder, as she speaks to children about their actions.

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Curriculum and teaching Needs attention

Although the childminder considers and plans activities for children, based on observations she makes, there are weaknesses in her curriculum design. This is because she does not always take account of what children already know and what she would like them to learn next. Equally, the childminder has no learning intentions for early mathematics. Due to this lack of robust planning in some areas of children's learning, some children do not make consistent progress.

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Curriculum and teaching Needs attention

That said, children engage in activities and access various resources that are provided to support their understanding. The childminder does this by using children's interests. For example, some children are interested in babies and care routines, so the childminder provides dolls and feeding items. The childminder models some language during activities so children's understanding broadens. For example, when engaging in a Christmas card activity, the childminder uses words like 'bauble' and 'sleigh'. The childminder also uses the basic knowledge and understanding she has of how children should progress and evidences some knowledge of how to prepare children for school.

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Inclusion Needs attention

The childminder takes account of information provided by parents when children first start. She uses this information to consider activities to present to children while in her care. The childminder observes children at play and reflects on their skills and development. She uses these observations to inform her about what children's next steps should be. However, she does not consistently make good use of these observations to help her plan for children's learning. Children do not benefit from learning goals that are specifically targeted to enable them to progress well.

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Inclusion Needs attention

The childminder discusses any emerging concerns about children's development with their parents and takes account of their wishes for providing additional support. Furthermore, the childminder works effectively with parents to access support from other professionals when necessary. This helps to overcome any potential barriers to children's learning.

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Inclusion Needs attention

Although the childminder considers children's language and communication skills when supporting with activities, she does not typically plan for these on a regular basis. As a result, children are not provided with consistent opportunities to develop their vocabulary range. This particularly impacts on those children whose first language is not English.

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Leadership and governance Needs attention

Although the childminder reflects on the quality of her practice and her setting, she does not accurately identify the strengths of her provision as well as any areas for improvement. As a consequence, the quality of the childminder's provision is negatively impacted.

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Leadership and governance Needs attention

The childminder makes decisions on a daily basis regarding children's wellbeing and the activities she will provide. However, she does not always use her knowledge of child development to consider individual next steps for children. As a result, children are not always fully supported with their learning and development.

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Leadership and governance Needs attention

The childminder has previously engaged in additional training to support her role. This enables her to support children with special educational needs and/or disabilities. However, her engagement with more recent training is limited. This impacts on her knowledge and understanding of policies and procedures on things such as the new inspection framework. This lack of knowledge and understanding affects the childminder's ability to deliver an ambitious curriculum where children can thrive.

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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

Overall, children are settled and happy to engage in their play. However, they do not benefit from a well-balanced curriculum or from consistently high-quality interactions. Activities do not always reflect children's individual needs and do not effectively promote their learning. For example, children enjoy hearing stories and present the childminder with books to read. While the childminder responds to these requests, she does not use these opportunities well to promote children's vocabulary and extend their language skills.

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

Children receive some useful support to promote their independence. For example, they explore the resources available confidently and with interest, as the childminder is keen to ensure that resources reflect children's interests to focus their learning and to help develop their concentration. However, at other times, the childminder is quick to step in to complete tasks for children without recognising the opportunity to encourage them to master new tasks for themselves.

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

Children's care needs are met well. The childminder maintains individual care routines and pays particular attention to babies who require regular nappy changes and naps during the day. Equally, the childminder has developed close attachments with the children, which supports their feelings of comfort and security. Children show confidence to access toys, games and books as well as playing alongside each other. Children behave well.

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Next steps

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

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About this setting

Operating hours: Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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Action Completion Date

implement effective systems to assess children's individual abilities so that specific targets can be set for their learning and development 27/02/2026

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Action Completion Date

devise and implement a broad and varied curriculum that reflects the learning needs and interests of each child 27/02/2026

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Action Completion Date

strengthen arrangements to maintain an up-to-date knowledge and understanding of childcare responsibilities, including how to promote children's learning effectively 27/02/2026

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About this inspection

The inspector spoke with the childminder, children and 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.

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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. 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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