Childminder

Childminder

Unique reference number (URN): EY339791 Registered with Ofsted: 26/10/2006 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 Expected standard

Children make steady progress from their starting points across every area of the curriculum. This helps to support children currently attending to be prepared for their next stage in learning and development.

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Achievement Expected standard

Children who speak English as an additional language progress well, particularly in communication and language. For example, some children arrive to the setting, speaking little to no English. They learn to speak in 2-3 word sentences in English, even progressing to more complex sentences, such as, 'No more monkeys jumping on the bed.'

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Achievement Expected standard

Children build their skills effectively across the prime areas, including developing their confidence and strength to go from taking their first steps to climbing, running and jumping.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a positive environment for the children attending her setting, where she treats the children in her care with respect and kindness. She laughs along with children and encourages them to have fun. She has high expectations for children's behaviour and typically reminds children of the boundaries to support their understanding.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has built warm and trusting relationships with the children in her care. They happily come in, understanding the routine and expectations of them. The childminder constantly narrates to children, helping them understand what will happen next and to make sense of the world around them. The childminder identifies potential hazards, supporting children to develop an awareness of risks and safety.

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Behaviour, attitudes and establishing routines Expected standard

The childminder provides children with opportunities to collaborate and play with others, often visiting local attractions with other childminding groups. Children play collaboratively and work together. They take turns and show enjoyment in playing with others.

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Behaviour, attitudes and establishing routines Expected standard

The childminder places high importance on punctuality and attendance. She understands the impact absences have on children and actively promotes regular attendance to parents.

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Behaviour, attitudes and establishing routines Expected standard

The childminder holds all children currently in her care to a high standard, adapting her expectations of them based on their age. She understands how and when to make adaptations to support children currently attending to maintain the expectations of the setting.

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Children's welfare and wellbeing Expected standard

The childminder considers effective care practices to meet individual needs of the children currently in her care. She is respectful of children's privacy during nappy changes and encourages hygiene practices throughout the day. The childminder takes the time to speak to children, waits for them to reply and responds to them positively. Her responsive interactions with the children currently attending help them to feel safe, valued and build a sense of belonging.

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Children's welfare and wellbeing Expected standard

The childminder supports children to develop an awareness of their personal safety by recognising hazards in the environment and pointing them out. For example, children look up and down the road and say, 'no cars,' expressing their understanding of road safety.

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Children's welfare and wellbeing Expected standard

The childminder supports children to identify emotions through reading different stories. Children are typically very happy and share any concerns with the childminder in an age- appropriate way. However, children do not benefit from a fully consistent approach to understand and manage their emotions to develop a secure sense of emotional wellbeing.

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Children's welfare and wellbeing Expected standard

The childminder considers children's personal routines and adapts the routine of the day to meet these needs, such as when toddlers have a nap. The childminder provides food and informs parents about healthy eating, sharing portions of food to inspire them. However, the childminder states that she would not adapt this for any preferences or special diets and instead requests that parents provide food, although this currently has no impact on the children attending.

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Curriculum and teaching Expected standard

The childminder has taken steps to improve the quality of her curriculum and teaching since the previous inspection. With the support of the local authority, she has enrolled in training to develop and support some areas of her practice.

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Curriculum and teaching Expected standard

The childminder designs a weekly learning schedule to meet the needs of children in her care, adapting the curriculum to each child's age and stage. Through effective assessment and observation, the childminder identifies which of the 7 areas of learning the child is thriving in and identifies next steps to close gaps. This begins when children first start, with the childminder gathering information about their starting points and building on this through observations. In addition, the childminder writes a small summary of what she has learned about the child from each observation, ensuring she gets to know children very well.

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Curriculum and teaching Expected standard

While the childminder ensures children make progress across all 7 areas, without adult support, children struggle to access the different learning opportunities available to them, due to the lack of organisation of the environment. However, this does not currently have an impact on the children in the childminder's care. This is because play is predominantly adult- led or children can communicate what they would like to play with to the childminder in an age- and stage-appropriate way.

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Curriculum and teaching Expected standard

The childminder has a key focus on developing vocabulary. She adapts her tone and the speed she talks to give children time to process what she is saying. She extends children's utterances, such as when children say 'big car', she says 'big green car'. Children who speak English as an additional language are supported well, with the childminder gathering single words in the child's home language to then incorporate into the day and give the child the English word for it.

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Curriculum and teaching Expected standard

The childminder has recently completed mathematics training and uses her new gained knowledge to adapt her practice. She incorporates mathematical concepts and knowledge

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Urgent improvement

throughout play, using children's interests to keep them motivated and interested.

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Urgent improvement

The childminder prioritises children's physical development through music and movement and trips out to the park, encouraging climbing, running and jumping. She talks constantly to the children, giving reassurance and explaining what is happening now and what will happen next. This helps to support children to feel safe and secure as they know what to expect.

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Inclusion Urgent improvement

The childminder does not have the appropriate attitude or arrangements to meet the needs of all children who have barriers to their learning. She states that she is not willing to adapt her practices to cater for children's specific individual needs, which is a breach of the requirements. This does not adequately promote an inclusive provision.

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Inclusion Urgent improvement

While the childminder knows how to identify children's needs and uses assessment as a tool to identify gaps in learning, she has expressed that she is not willing to provide care for children with special educational needs and/or disabilities.

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Inclusion Urgent improvement

The childminder is not willing to take action to reduce barriers to children's learning or wellbeing. The childminder does not show a willingness to accept cultural needs or parental choices, such as dietary preferences. This does not reflect inclusive practice, as required.

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Inclusion Urgent improvement

The childminder does not understand how to use early years pupil premium funding appropriately to support children to reduce barriers to wellbeing or learning.

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Inclusion Urgent improvement

The childminder shares children's progress with families. She has had some, though limited, engagement with external professionals. She has sought support when she feels it is appropriate, such as to support children who struggle to eat.

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Leadership and governance Urgent improvement

The childminder does not show a willingness to act in the best interests of all children. Through discussion, she states clearly that she is not willing to provide care for children with special educational needs and/or disabilities or those who face barriers to their learning and/or wellbeing. This is a breach of the statutory requirement to offer an inclusive provision as part of the early years foundation stage.

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Leadership and governance Urgent improvement

While the childminder has taken steps to improve the quality of her education and care for the children present, she is not willing to provide inclusive practice. This would have a significant negative impact on any future placement of a child facing any barriers to learning or wellbeing.

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Leadership and governance Urgent improvement

The childminder can identify the setting's strengths. However, she is unable to identify or take action to improve any areas for improvement. The childminder understands her statutory duties but is unwilling to fulfil her roles and responsibilities appropriately.

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Leadership and governance Urgent improvement

The childminder has taken action to improve the quality of her professional development since her previous inspection. This is having a positive impact on her practice and, as a result, for the children attending. She has completed training across several areas, putting this into practice to help support children's learning and development. She has strengthened her interactions with children, giving them time to respond and extend their learning.

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Leadership and governance Urgent improvement

The childminder has taken steps to, and is still working on, improving her approach to helping children learn about risks and keeping themselves safe, which is having a positive impact on the children present.

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Leadership and governance Urgent improvement

The childminder manages the administration of her workload effectively. She works closely with any assistants to develop different support for children currently in her care. For example, she has introduced a weekly learning schedule and a rolling menu and conducts regular observations on children.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

The childminder does not offer an inclusive provision. She states she would not be willing to act in the best interests of all children. The childminder explains that she does not want to support children to reduce barriers to learning and/or wellbeing. This demonstrates that she does not value every child's uniqueness, particularly those with special educational needs and/or disabilities.

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

The childminder does appropriately meet the needs of the children that she does accept into her care. For example, she uses a child's home language to say single words and then the word in English. Children currently in the childminder's care forge positive social skills, learning to turn take, interact with others and play collaboratively. They build warm, trusting relationships with the childminder and with other children. Children are curious, motivated and engaged in play. However, when in the childminder's home, children can become easily distracted due to the large amount of activity choices and resources available to them. Children achieve well across all 7 areas of the curriculum, including those who speak English as an additional language.

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

The childminder has taken steps to improve her practice, and she takes time to have responsive conversations with children, which supports their enjoyment and extends their learning. The childminder gathers information about children's different starting points. She uses this to shape the curriculum and create weekly learning schedules. Through observations, the childminder can identify gaps in learning, helping children to make progress and prepare them for their next steps in learning.

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

The childminder supports children currently attending to grow in confidence and develop age-appropriate knowledge and skills. The childminder typically gives children opportunities to develop their independence, but children do not benefit from a fully consistent approach.

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About this setting

Type: Childminder The childminder builds up relationships with families of the children who attend from the beginning and regularly communicates with them. She sets out clear expectations of attendance and punctuality, supporting children to get into a good routine for learning.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register 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 there are suitable arrangements in place to support children with special educational needs and/or disabilities 20/03/2026

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Action Completion Date

take prompt action to gain the skills, knowledge and understanding needed to fulfil the role and responsibilities of a childminder registered with Ofsted. 20/03/2026

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About this inspection

The inspector spoke with the childminder, her assistant, the 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. Registration date: 26/10/2006

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:00

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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

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