Childminder

Childminder

Unique reference number (URN): EY266474 Registered with Ofsted: 29/08/2003 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 Urgent improvement

Children are not well prepared for the next steps in their development or the move to school. They do not show positive attitudes towards learning or that they are able to sustain their attention or deepen their thinking during activities. Some children have few opportunities to do things for themselves or practise aspects of their self-care in a meaningful way that helps them build independence, such as handwashing. This adversely affects their ability to develop 'can-do' attitudes and hinders development of their self-confidence. Not all children make expected progress in communication and language development. Quieter children have fewer opportunities to talk and hear new words to be able to express their ideas and wants.

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Achievement Urgent improvement

Children learn to take turns and share. However, they do not receive enough support to help them to understand and manage their feelings. This does not prepare them well to manage social situations or the behavioural expectations when they move to school.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder does not promote children's independence skills. For example, children are sometimes encouraged to chop their fruit but are not always asked to wash their hands before mealtimes by themselves. This hinders their understanding of routine and their ability to have a go themselves to accomplish new achievements.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder does not effectively support children to develop positive attitudes to learning. For example, during play, children often say they cannot complete tasks or get disheartened by the impact other children's play has on their creations. Children sometimes display negative behaviour towards their peers, such as pushing and snatching toys. This leads to a disorderly environment. Children demonstrate a lack of respect or understanding towards each other. The childminder has some strategies to help older children to consider the needs of the younger children and encourage them to share. However, these are not embedded across the setting.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder records children's attendance and follows up promptly with parents if a child is absent without prior notification. She works with parents to ensure they understand the importance of continued participation in early education.

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Children's welfare and wellbeing Urgent improvement

The childminder does not consistently implement safer eating practices. She fails to organise mealtime routines to ensure that when children are eating, they are always within her sight and hearing. This puts children at potential risk when they are eating. Furthermore, the wipes that she sometimes uses to wash children's hands with, for ease, are not effective in controlling the spread of infection. These weaknesses in practice do not help children learn about safe and healthy lifestyles or how to manage their personal care needs consistently. The childminder generally provides a safe environment for children to play and explore. Children have established warm relationships with the childminder, and they enjoy spending time with her. They are receptive of positive praise from the childminder, for example when building a tower using blocks. This goes some way to helping children's self-esteem and wellbeing. Children explore the outdoors daily, both at the childminder's home and on local

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Children's welfare and wellbeing Urgent improvement

outings. This helps them develop physical skills and learn in natural environments. Furthermore, the use of local playgroups helps children socialise and integrate with a range of different people.

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Curriculum and teaching Urgent improvement

The childminder does not assess children's learning effectively. She does not adapt her approach to meet the individual age and stage of children's development. This has a negative impact on children's learning and development. Younger children do not always have appropriate resources to play with. They become distressed and disengage from play. Babies are placed in high chairs while older children participate in focused tasks. They are not given an alternative activity or items to play with to help support their learning and exploration. Additionally, during story time, babies cannot see the book that the childminder reads, and they have little involvement in the activity.

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Curriculum and teaching Urgent improvement

Younger children are not encouraged to practise their speaking skills, particularly when older, most-able children talk over them. The childminder does not plan to ensure younger children receive meaningful play and make expected progress. Younger children make progress by chance rather than purposeful design.

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Curriculum and teaching Urgent improvement

Children practise some mathematical skills during play. For instance, they count arctic animals and compare the sizes of the towers they build. Children gain some problem-solving skills as they think about the size of brick needed to build towers.

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Inclusion Urgent improvement

The childminder does not assess and plan effectively for all children to enable them to happily join in with activities that are appropriate for their age and stage of development. This means some children become disengaged and wander during play. Although the childminder intends for all children to play together, she does not adjust the resources or her teaching to reflect the different age and stage of development of the children that attend. For example, the childminder does not adapt an activity to build a snow scene to enable younger children to access and participate. When babies attempt to explore the resources provided, they disrupt older children's play and cause them frustration.

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Inclusion Urgent improvement

The childminder has some understanding of how babies and children typically develop, particularly physically. She knows when to seek further support from additional professionals to help her monitor children's progress and help to close gaps in their development. Additionally, the childminder knows how to work with families to promote continuity of care, particularly when supporting them to apply for funding, if they are eligible.

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Leadership and governance Urgent improvement

The childminder has not reflected on her own practice enough to drive improvements to the care and education that she provides for children. She has not worked on recommendations from previous inspections. The childminder does not have effective plans in place to bring about improvements in her practice. This means that the needs of all children are not consistently met. The childminder does not adapt her approach to reflect the different age and stage of development of the children that attend. Furthermore, she does not recognise how to decide what support is required for children to enable them to make secure progress and gain positive attitudes towards learning and towards their peers.

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Leadership and governance Urgent improvement

The childminder communicates regularly with parents to help them remain up to date with their children's learning. She highlights any concerns she has for their progress and monitors these with families, ensuring shared strategies are practised to help support children's development, particularly if concerns have been raised.

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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 do not always take part in meaningful play that suits all their individual needs, abilities and interests. This leads to children spending lengthy periods of time disengaged from activities that do not promote learning and development. Children do not receive a varied, ambitious curriculum. The childminder does not organise her practice well to ensure all children's individual needs are met. This leads to children sometimes being unhappy and not involved in play that is suitable for their stage in development. The lack of purposeful activity often results in children's behaviour becoming disruptive and negative. This affects the learning of other children. The childminder focuses her interactions on older children. This means that younger children have fewer opportunities to build their vocabulary and express themselves. This significantly affects the progress they make in communication and

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

language development and affects their levels of self-esteem.

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

The childminder does not organise mealtimes to ensure that when children are eating they are always within her sight and hearing. This compromises children's safety at mealtimes. Children are not always encouraged to be independent when carrying out self-care routines or during their play. The childminder does not take effective action to improve her practice. Some children do not receive the early education that they are entitled to and do not gain the skills they need for the next stage in learning.

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

Generally, children feel safe and know they can approach the childminder for comfort. They have made relationships with her and settle into her home. The childminder has worked with children in the past who require additional support in their learning. She understands how to collaborate with external support agencies and parents to help children work towards development targets and continue to make progress.

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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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Date

ensure children are always within sight and hearing while eating 30/03/2026

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Date

ensure that the needs of all children are met 30/03/2026

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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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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