Summary
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- Framework verified
Report card
- Inspection datesingle source
26 Mar 2026
- Inspectors verified
Annette Franklin
- Name on report verified
Childminder
- URN verified
2738817
Deep dive
What this report says
In plain English
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Tone of the report
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Reads more critically than most reports of this type.
How the report reads, start to finish
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Strengths
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No standout praise found.
Concerns
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Next steps
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What the report dwells on
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Anatomy of the report
How the report is built, against others of the same type and grade.
- Pages
- 5
- Words of findings
- 295
- shorter than usual (typical 1698)
- Reading level
- Hard
- Flesch 40, typical 43
- Average sentence
- 17 words
- Next steps
- 1
- typical 3
- Hedged sentences
- 0%
- “some”, “not always”, “most”…
Where the words go
Full report text
Childminder
Unique reference number (URN): 2738817 Registered with Ofsted: 31/10/2023 Registers: EYR
p.1
Leadership and governance Needs attention
The childminder has not met all the early years foundation stage requirements. She has not maintained public liability insurance.
p.1
Leadership and governance Needs attention
The childminder demonstrates a secure understanding of her responsibilities to safeguard children from harm. She recognises signs that may indicate a child is at risk and understands the procedures for responding to concerns and reporting them appropriately. The childminder remains aware of wider safeguarding risks and how these may affect young children. She carries out checks and risk assessments of the environment to identify and reduce hazards, supporting children's safety.
p.1
Leadership and governance Needs attention
The childminder has a clear view of how she would support children's learning and development. She describes how she would plan activities that promote progress across the curriculum, with a particular focus on the prime areas, independence and school readiness. The childminder understands the importance of healthy routines, safe sleep and outdoor learning. She recognises how secure relationships support children's emotional wellbeing. The childminder demonstrates a clear understanding of how to meet the individual needs of all children, including those who may face barriers to learning. She explains how she would adapt routines, activities and the environment so every child can take part and make progress, including those with special educational needs and/or disabilities.
p.1
Leadership and governance Needs attention
The childminder reflects on her practice and engages in training to keep her knowledge up to date. She understands the value of partnership with parents and the positive impact of regular attendance.
p.2
Next steps
To meet the requirements of the Early years foundation stage the provider must take the following action by the assigned date:
p.2
Action Completion Date
ensure public liability insurance is in place at all times to meet the requirements of the early years foundation stage and to ensure children's safety and welfare 01/04/2026
p.2
About this inspection
The inspector spoke to the childminder during the inspection.
p.2
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.
p.2
About this inspection
There were no early years children present and/or on roll at the time of this inspection. The findings in this report are based on evidence gathered from discussions with leaders and an inspection of the premises, equipment, and any relevant documentation. When there are no early years children present, inspectors only evaluate and grade leadership and governance as there is no reliable evidence on which to assess the impact on children of other evaluation areas.
p.2
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
p.3
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
p.3
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of them.
p.4
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.
p.4
Needs attention
The expected standards are not met but leaders are likely able to make the necessary improvements.
p.4
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of education and/or care.
p.4
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.
p.4
Urgent improvement
If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .
p.4
Urgent improvement
You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .
p.4
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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