Orange Moon Childcare Community Interest Company t/a @Home Childcare

Orange Moon Childcare Community Interest Company t/a @Home Childcare

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Overall inspection judgement Effective

The quality of the agency’s services Effective

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Overall inspection judgement Effective

The impact of the agency’s services on the quality of the education and care provided by its childminders Effective

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Summary findings

Leaders at @Home Childcare Childminding Agency demonstrate innovative and forward-thinking strategies which they implement to raise the professional profile of their registered childminders, who they refer to as educators. They recognise how this will raise standards in educators’ practice which in turn has a positive impact on children’s experiences. Leaders regularly reflect on the agency’s successes and self-identified areas for development, which feeds directly into their improvement plans. They do not shy away from setting themselves challenging objectives and they display a high level of insight and accurate self-evaluation about the quality, effectiveness and impact of their services. Educators provide the agency with regular feedback which shows their appreciation and respect for the appropriate challenge and guidance on offer as part of their varied support packages. Educators state that agency leaders motivate them to

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Summary findings

access regular and meaningful professional development opportunities. This helps improve their understanding and practice in early years. They explain how useful the administration and business support functions are, which allows them to concentrate on providing children with high-quality early education and care. However, one document provided to applicants, the electronic handbook, includes wording which is Agency 12 and 13 January 2026 not always clear in respect of the role of the agency as a regulator and inspectorate, compared to a similar role carried out by another regulatory body. This could potentially be interpreted as suggesting that educators may be registered with more than one regulator. Leaders are aware this is not possible. Leaders are genuinely interested in promoting the welfare and wellbeing of their registered educators. This is apparent even when they are making difficult enforcement decisions. Educators report that they feel ‘genuinely cared for’. This is

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Summary findings

demonstrated through the professional relationships developed between the leadership team and each educator registered with the agency. It starts with a supportive pre-registration process and carries on throughout the time educators remain registered with the agency. Registration processes remain robust and efficient. They include telephone calls to confirm and assert the stringent measures which must be met to be registered. In most cases, this includes providing applicants with actions they must achieve to progress their application to the next step. However, monitoring and record keeping in this area is not always as comprehensive as it ought to be. For example, when applicants are given actions to meet at the ‘tour of premises’ visit, these are clear and tangible, and leaders can easily demonstrate when applicants have met these. However, if there are actions raised in respect of applicants’ lack of demonstrable

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Summary findings

knowledge or understanding of the Early Years Foundation Stage (EYFS), monitoring of these actions is not always recorded as well. Leaders prioritise safeguarding and children’s welfare. Educators are expected to regularly engage in refresher training in this area which is tested though rigorous quality assurance visits and support calls. Any safeguarding concerns are logged by leaders and followed up where necessary to ensure children’s safety is not compromised. The consistent use of agreed terminology in these logs could be improved. Where different leaders use various terms which mean the same thing in safeguarding records, it is more difficult to retrospectively audit the specific action that was taken to keep children safe.

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Recommendations

◼ Keep a clear audit trail of areas of improvement that have been suggested to applicants throughout the registration process, including the outcomes and impact.

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Recommendations

◼ Make sure that terminology used throughout internal and external documentation and record-keeping is clear, consistent, and there is a shared understanding of its meaning. Agency 12 and 13 January 2026

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agency

◼ Leaders demonstrate a clear vision for consistent improvement of the agency. This is shared by agency stakeholders. There is a strong emphasis that quality improvement is more important to this agency than rapid expansion of the number of educators registered. This allows leaders to offer a more tailored service for educators and regularly review and refine processes and practice. ◼ The agency holds strong beliefs about how educators should meet the needs of the most vulnerable and disadvantaged children. This is evident in their work with under-represented groups, and in the support, they offer to educators working in deprived areas of the country, where they recognise the need for high-quality early education and childcare as vitally important for promoting the best outcomes for children. ◼ Leaders articulate a clear understanding about gaps in the childcare sector. They recognise situations where the importance of early years education is not always

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fully understood or seen as a priority. They work hard to identify and address these gaps. Examples of where this is proving to be particularly successful include where they have promoted the ‘Childminder without domestic premises’ flexibilities introduced by government in November 2025. They have reached out to develop strong professional partnerships with stakeholders. As a result, they have helped educators secure appropriate premises in a shared community building at times during the day when the premises is not being used by anyone else. Educators and stakeholders report that this has helped to promote the importance of early education in this area.

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◼ Leaders continue to reflect and self-evaluate the strengths and areas for development within their agency. Their development plan is insightful and addresses relevant areas they have identified which need improvement. For example, leaders were finding it difficult to analyse data relating to educators’ attendance at training courses. As a result, they have invested in a new database which is currently being embedded. Although this new process is still in its infancy, this is already supporting the agency to strengthen their overview of training needed and subsequently completed by educators.

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◼ The agency demonstrates an innovative approach to the work of educators in the sector which includes exciting professional development opportunities. For example, educators and staff have accessed a government funded programme allowing them to immerse themselves in real-life experience of international early years provision. On their return, their new knowledge and reflections were cascaded to the rest of the agency staff and other educators. Leaders recognise that this has had a positive impact on the practice of educators. They, in turn, report a deeper understanding of national early years theories because these have been consolidated due to the recognition of contrasting practice while overseas. Agency 12 and 13 January 2026 ◼ Leaders continue to develop and embed robust application, pre-registration and registration processes. The time invested with applicants prior to registration being approved, helps educators’ post-registration as they start out on their

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childminding journey with the agency. Educators report feeling supported and a part of the agency from the very first contact. This promotes success in the conversion from applicant to registered educator.

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◼ Leaders have recently developed the new role of ‘success coach’. The purpose of this role is to further strengthen the relationship between applicants’ pre- registration and through the early days for newly registered educators. Although in its infancy, this role is already having a positive impact in continuing to offer a high level of support and reassurance for those starting out as educators. It has also allowed leaders to delegate this responsibility which permits them to concentrate on developing the strategic goals for the agency.

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◼ Recruitment processes for agency staff are equally as robust as the registration process. New roles in the agency are often filled by existing registered educators who demonstrate consistently high-quality practice. Leaders feel that this adds to the credibility of agency staff. Educators report the same. They say they feel confident in the support they are offered because staff know what it is like to be a childminder. Despite the confidence leaders have in the candidates applying for and recruited to agency roles, all safer recruitment processes are followed by leaders before appointments are made. ◼ On the whole, there is an appropriate and effective system in place for monitoring necessary improvements as part of the registration process. For example, agency staff may raise actions which applicants need to meet in order to progress successfully through the registration process. Where these actions relate to the

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‘tour of premises’ visit, recording is clear. Applicants are set tasks which require demonstrable outcomes in order to be cleared. These may relate to requirements such as risk assessment or organisation of the premises. These are reviewed by leaders, and the outcome is recorded with clarity. Registration is only granted when leaders are satisfied the actions have been met. However, the process for following up on issues raised in relation to how applicants will meet requirements related to less tangible actions at the interview stage of registration, is not as precise. These actions may address where applicants need to improve knowledge and understanding of requirements. In a very small number of cases, records do not show as clearly how leaders have satisfied themselves that the gaps in applicant’s awareness have been addressed satisfactorily.

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◼ Leaders work well together to peer review one another’s work. This includes acting as a ‘critical friend’ when moderating the quality and consistency of each other’s reports and evidence bases after completing educators’ quality assurance visits. This supports robust quality judgements and consistency in any identified areas for improvement which educators may be required to address. It also incorporates the validity of regulatory decisions. For example, a panel will review evidence together when enforcement action such as suspension or cancellation of Agency 12 and 13 January 2026 an educator’s registration is under consideration. Leaders debate and respectfully challenge one another, considering any alternative options. This promotes the robustness of decisions which stand up to internal scrutiny.

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◼ Leaders work closely with parents who chose the agency’s educators as their children’s early education setting, particularly where the educators use the agency to support their business planning and administration tasks. They produce a range of useful information, such as leaflets and videos, aimed specifically at parents to help with understanding about available early years funding. This is because they recognise this can sometimes be a confusing area for parents to navigate. Additionally, leaders seek feedback from parents when there is an identified area for development in the educator’s practice. This may be where parents have raised concerns about an educator and the agency want to offer reassurance about how they have explored this, what they found and, if necessary, what they have done as a result. ◼ Leaders raise regulatory actions when it is necessary. They use their enforcement powers to safeguard children proportionately and effectively. For example, they

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consider what is the most appropriate way of driving improvement to make the best impact for children, as swiftly as possible. All concerns that relate to child protection matters are recorded on an internal log. This helps leaders to see any recurring patterns or trends which may lead to identification of repeatedly poor safeguarding practice among educators. Leaders use a range of terminology in these records. On occasion, they may use different terms which, when explained and described, mean the same. This can make it difficult to reflect, review and effectively audit these records.

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The quality of the agency’s services

◼ The training on offer, how it is delivered and the impact it makes for educators is a key strength of this agency. The range and detail of training programmes and opportunities is carefully considered by leaders. They determine how best to support educators to raise the quality of their individual provision by carefully considering the outcome of quality assurance visits and any areas for improvement, regulatory action, and educator’s aspiration. Educators report positively on this aspect of the agency’s service. They explain how it helps them develop their knowledge and practice. This is having a positive impact on the experiences and outcomes for children as determined through leaders’ monitoring of educator’s quality. ◼ Leaders make accurate judgements about educators’ provisions. They use an established quality assurance framework to reach their decisions. Internal moderation promotes the validity and reliability of judgements made. This in turn

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The quality of the agency’s services

assures educators of a consistent approach to quality assurance. Reports are shared with parents and the local authorities where educators live. Reports are also uploaded onto the agency website, allowing for transparency and offering Agency 12 and 13 January 2026 useful information to parents considering an educator registered with the agency as they make choices about their children’s early education and care.

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The quality of the agency’s services

◼ Any actions raised by leaders in response to weaker practice demonstrated by educators, are proportionate and useful in helping the educator to make necessary improvements. Actions are set with appropriate timescales, and they are monitored promptly by agency staff to ensure compliance.

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The quality of the agency’s services

◼ Leaders confidently take effective regulatory decisions when necessary. They respectfully manage any difficult discussions with educators in a professional way, always putting the best interests of children at the forefront of their actions. At the same time, they are empathetic and courteous towards the educators affected by their decisions. ◼ Educators responded very positively about the agency in their responses to the ‘childminder survey’. The majority of responses detail the high level and quality of guidance offered, and the responsiveness of agency staff. There is a deep appreciation of the support on offer. Educators report how this helps them reflect on and improve their practice, focusing on what is right for children. For example, when educators have their registration suspended, another leader who is uninvolved with the enforcement action takes responsibility for pastoral care of the educator.

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The quality of the agency’s services

◼ Leaders facilitate ‘keeping in touch’ meetings and they oversee network support through use of an online application that educators can choose to take part in. These forums are utilised to share best practice and cascade skills and knowledge. They are monitored and moderated by leaders to ensure a high level of professionalism is maintained and misinformation is not shared. ◼ Leaders require educators to complete the internal self-evaluation form alongside guidance relating to ‘musts’ in the EYFS, as well as use of a safeguarding audit tool. These mechanisms promote much self-reflection and self-appraisal which starts at the pre-registration stage and continues through each educator’s time while registered with the agency. Leaders report that these methods aid knowledge and compliance with statutory requirements. Educators state that they are empowered to take ownership of continuing to meet the requirements and

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The quality of the agency’s services

continue to develop their practice. ◼ Leaders facilitate regular visits and ‘check-in’ calls with educators which are used to offer appropriate support and include a strong focus on educator’s wellbeing and mental health. Educators report that these visits and calls are important in making them feel a vital part of the agency and combat any feelings of isolation.

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The quality of the agency’s services

◼ New applicants have access to an electronic book which gives much information about the role of an educator in this agency. It is comprehensive and easy to use. It leaves applicants under no illusions about the responsibility of the role they are applying for, and the expectations leaders will have for them. There is a potentially misleading statement included in the book which, if misinterpreted, Agency 12 and 13 January 2026 could lead applicants to believe that dual registration with another regulator is possible.

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care provided by its childminders

◼ Educators appreciate the safeguarding scenarios shared with them on visits and training and state this helps them to realise that ‘it could happen here’. When educators have any safeguarding concerns about children in their care, they share these with the agency. Leaders record these in safeguarding logs and follow up with educators as appropriate. For example, leaders will support educators to make swift and appropriate child protection referrals to the educator’s local safeguarding children partnership. The terminology used in the logs is not always consistent and could cause confusion and misunderstanding about what action has been taken. ◼ Sample visits to educators demonstrated that children are receiving good-quality education and are being kept safe because of the support, guidance and training received from the agency. Educators enthusiastically report about unique professional development opportunities which have had an immediate and lasting

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care provided by its childminders

impact on their understanding, knowledge and aspiration to continue to offer a high-quality provision. ◼ The synergy between the agency and the sister training provider company means that all training packages are comprehensive, tailored and relevant. Leaders utilise opportunities to work with specialist trainers covering topics such as the impact on children who experience or witness domestic abuse. These sessions have good attendance and are received well. Leaders evaluate the outcome of training for educators and further develop future opportunities based on educator feedback, evidence of impact through quality assurance and how practice is adapted or enhanced to benefit children. They plan to deliver other specific training, for example, how best to support children who are refugees.

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care provided by its childminders

◼ The agency special educational needs coordinator (SENCO) supports educators to identify where children may have barriers to their learning and how they can help overcome those barriers. The SENCO supports educators to make appropriate referrals where specialist help may be needed to meet the needs of children who have special educational needs and/or disabilities (SEND). These referrals are followed up, and the impact of any interventions is monitored. Educators receive help and support about how to adapt their practice to meet the needs of all children regardless of any multi-professional support that may be in place. ◼ There is an appropriate focus on children’s school readiness. Leaders carefully consider how educators ensure all children are ready for the next stage in their learning. They also support educators to make sure that schools are ready to receive individual children. This includes an accurate update on children’s

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care provided by its childminders

Agency 12 and 13 January 2026 development and how to meet the needs of any children with SEND or other barriers to their learning.

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care provided by its childminders

◼ Leaders support educators to be accountable for the appropriate use of early years pupil premium funding and to understand how it will benefit the children for who it is intended. They appreciate that educators know the children best and therefore know how best to use this funding. Leaders explore this at quality assurance visits and this forms part of the judgement made about the quality of the provision. ◼ Leaders have excellent oversight of how educators continue to meet the safeguarding and welfare requirements of the EYFS. For example, if an educator moves home while registered, a full health and safety visit is carried out to ensure that the new premises are appropriate. This demonstrates the high priority given to aspects of the level of care provided and that educators can continue to keep children safe when circumstances change. Agency 12 and 13 January 2026

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Childminder Agency details

Unique reference number CA000017 Local authority Nottingham Type of provision Childminder Agency Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register

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Childminder Agency details

Number of active childminders 85 Date of previous inspection 16 January 2023

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Information about this childminding agency

Orange Moon Childcare Community Interest Company t/a @Home Childcare Childminder Agency registered with Ofsted in 2015. It registers childminders on the Early Years and the Childcare Registers. The agency’s head office is based in Nottingham and offers services to childminders across many areas of the country, including the North East, Yorkshire and Humber; North West; West Midlands; East Midlands, East of England, London; and South West. The agency has 85 educators registered, with approximately 10 more in the process of application and/or registration. The agency provides ongoing support, guidance and training for its educators. The agency employs a small administration team, a quality manager (who also provides support and monitoring for educators and carries out inspections), one additional support and mentor officer and two part-time success coaches. The agency also works closely with the training delivery team from the sister company with whom it also shares

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Information about the inspection

The inspection was led by an Early Years Senior Officer, supported by a team of 10 Early Years Regulatory Inspectors. Information and evidence were gathered during the inspection through a range of sample visits to educators; meetings and discussions with agency leaders, managers and staff; telephone calls to stakeholders; observations of a pre-registration support call; an accompanied Agency 12 and 13 January 2026 visit to observe an on-site health and safety check; and observation of a range of relevant documentation. Educators also provided their views in the pre-inspection ‘childminder survey’. This was the agency’s fourth inspection and was carried out under the Childcare Act 2006, as amended by the Children and Families Act 2014. Agency 12 and 13 January 2026 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and

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Information about the inspection

inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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Information about the inspection

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Information about the inspection

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Information about the inspection

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Information about the inspection

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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