Childminder

Childminder

Unique reference number (URN): EY490361 Registered with Ofsted: 28/09/2015 Registers: EYR, CCR

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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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Behaviour, attitudes and establishing routines Expected standard

When children show unwanted behaviour, the childminder acts appropriately. She is patient with children and remains calm when explaining the impact of their actions and expectations for her home. The childminder teaches children to be respectful and kind to others. She discusses this with parents to help children experience consistent boundaries wherever they are. Although some routines, such as for sleep, are not implemented successfully, the childminder recognises when children are tired. She demonstrates a flexible approach to children's sleep routines. The childminder shows warmth and care towards children. She agrees personalised arrival and departure arrangements with parents when families experience changes in their circumstances. This helps to promote children's regular attendance.

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Achievement Needs attention

The lack of an effective curriculum means that children do not make the steady progress that they are capable of across all areas of learning. For example, some children have reading opportunities at home, and their opportunities to share books and stories with the childminder are limited. This means children's language and literacy skills are not being prioritised. All children, including children with special educational needs and/or disabilities (SEND), do not experience well-thought-out activities that consistently encourage them to interact or develop their physical skills well.

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Achievement Needs attention

Children with SEND begin to explore sounds as they bang drumsticks. They stack items and understand how to put things back in their original place. Older children develop their stamina as they walk back from school. Children show that they feel comfortable and enjoy their time at the setting.

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Children's welfare and wellbeing Needs attention

At times, the childminder fails to recognise when routines are not developmentally appropriate or in line with government guidance. For example, young children are placed to sleep on sofas. They lay on cushions without the use of individual bedding. This increases risks to children's health, safety and wellbeing.

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Children's welfare and wellbeing Needs attention

Children show that they feel settled and secure in the childminder's care. The childminder models to children how to express their emotions in positive ways. This helps children to understand expectations and supports their emotional wellbeing. Children benefit from regular time in fresh air. Older children develop their large muscles as they walk from school. Children with special educational needs and/or disabilities show an interest in their surroundings when they play and learn outdoors. The childminder gathers information from parents about children's individual needs. She discusses children's feeding arrangements with parents and provides meals that meet children's dietary requirements. This supports children's physical health.

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Curriculum and teaching Needs attention

The childminder does not consistently demonstrate that she understands how to implement a curriculum that meets the individual needs of all children, including those with special educational needs and/or disabilities. For example, the childminder identifies next steps for children's learning. However, she does not provide learning experiences that help to steadily close gaps in children's learning. The childminder does not fully support children's literacy experiences. She does not plan how she will support some children to develop a love of books in her setting. The childminder receives advice and support from other professionals. However, she does not use this information to include all required information in her assessments of children's learning. Parents do not receive information about activities to support children to make progress and how they can support learning at home. This does not promote a fully shared approach so that children make the best possible progress.

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Inclusion Needs attention

The childminder does not have a secure understanding of how to provide appropriate and effective support for children, including those with special educational needs and/or disabilities (SEND). She relies on information that other agencies provide to help her understand how to meet the needs of children with SEND. Although this has improved, the childminder's knowledge of how to help close gaps in children's development is in its infancy and not embedded in her practice.

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Inclusion Needs attention

The childminder gathers initial information about the developmental needs of children from parents and specialist services. This helps those involved in children's care to share ideas and agree how to help children make further progress. The childminder is starting to review the progress that children with SEND make. However, information shared with parents, and with other settings that children with SEND attend, is less effective.

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Inclusion Needs attention

The childminder welcomes children of differing ages, abilities and backgrounds. She is alert to changes that may have an impact on children's learning and development, such as when they are unwell or changing family circumstances. This helps the childminder to adjust routines so that children remain engaged and involved in activities.

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Leadership and governance Needs attention

The childminder demonstrates a lack of knowledge about the information that must be shared with Ofsted. She is unaware of her responsibility to notify Ofsted of changes that could affect her suitability to look after children. The childminder has recently developed better links with local advisers. This has helped her to begin to improve her curriculum knowledge. Although this is in its infancy, this contributes to better learning outcomes for children.

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Leadership and governance Needs attention

The childminder gathers information from parents and professionals that are involved in the care of some children. However, she continues to need support to understand how to deliver a service that is focused on meeting the development needs of all children well, including those with special educational needs and/or disabilities. Some previous weaknesses have been addressed. The childminder has improved her safeguarding knowledge. She knows how to recognise and report concerns about children to relevant agencies. This helps to keep children safe. The childminder has reviewed her arrangements to manage risks in her home. This helps to ensure that children's safety is prioritised. However, some of the childminder's practices, such as the arrangements for children's sleep, continue to compromise their health.

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

Children's progress is limited by the lack of a well-planned curriculum. The childminder does not focus on what children need to learn next. For example, she does not demonstrate an understanding of how to develop children's pre-walking skills. The childminder does not support children to achieve well across all areas of learning.

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

The childminder shares her ambitions for children with parents, including those who have children with special educational needs and/or disabilities (SEND). For example, she is keen for younger children to develop their physical skills. However, she does not provide information in a way that helps parents to understand how their child's progress can be supported at home. The childminder has addressed some actions raised at her previous inspection. Children are now cared for in a safer environment. The childminder is aware of who she should contact if there are concerns that children are at risk of harm or abuse. This

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Inspector:

contributes to children's safety and welfare. However, the childminder does not recognise aspects of her practice that need to improve, such as arrangements for sleep.

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Inspector:

Children settle well into the childminder's care. They respond well to her warm approach and begin to explore the resources on offer. The childminder takes account of children's routines at home. She responds to changes in their lives and offers valuable support to their parents. This helps children to feel happy and emotionally secure. Children with SEND are welcomed and included. They benefit from the childminder's work with other professionals. This has led to improvements in the childminder's knowledge and understanding of children's development needs.

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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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Action Completion Date

implement an effective curriculum that considers the individual needs, interests and development of each child so that they achieve positive outcomes across all areas of learning 25/03/2026

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Action Completion Date

ensure that the progress report for children aged 2 includes the activities and strategies to be used to address any concerns, and involves parents, carers and other professionals 25/03/2026

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Action Completion Date

ensure that sleeping arrangements for children are developmentally appropriate and minimise risks to their safety and health. 04/03/2026

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About this inspection

The inspector spoke with the childminder 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. Kareen Jacobs

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 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

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

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