Brown, Micheal Andrew

Childminder

Unique reference number (URN): EY434781 Registered with Ofsted: 08/08/2011 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Children's welfare and wellbeing Expected standard

The childminder creates a warm and secure environment where children feel safe and supported. He provides care practices that generally meet children's individual needs. The childminder is attentive to identifying support when required for children who may face additional barriers to their learning or wellbeing. Children form responsive relationships with the childminder, seeking comfort and reassurance when needed, which helps them develop secure attachments.

p.2

Children's welfare and wellbeing Expected standard

The childminder encourages children to make healthy choices and build an early understanding of their physical development. Children typically enjoy regular outdoor play, such as using ride-on toys or playing football. This helps children strengthen coordination and develop confidence in managing their bodies. The childminder reinforces personal safety through everyday routines, such as explaining how to move safely around obstacles and why listening is important to keeping them safe.

p.2

Children's welfare and wellbeing Expected standard

During mealtimes, children sit together and begin to develop skills for sitting well at the table. For example, they show good manners when responding to offers of food or drink, and the childminder acknowledges this with praise, helping reinforce respectful interactions. Routines for rest are implemented effectively to meet children's individual needs and ensure they remain comfortable and settled. Through discussions and stories, the childminder helps children recognise, express and begin to manage their emotions. This supports their growing emotional resilience.

p.2

Inclusion Expected standard

The childminder identifies children's needs and considers where children may face barriers to their learning or wellbeing. He has considered how he would implement strategies to support children with special educational needs and/or disabilities (SEND). The childminder identifies early intervention, which would enable children to have the best start in life. He recognises the importance of seeking help from other professionals when required and typically reduces barriers to learning. The childminder reviews children's progress regularly to ensure that he identifies the right support and adapts where needed. He has undertaken training to understand his role in providing an inclusive environment for all children and how he would implement interventions if required.

p.2

Inclusion Expected standard

The childminder knows what funding is available for children and how to use it appropriately to support those who qualify. The childminder works with other professionals and parents to support the children effectively and ensure that they receive the right help at the right time. He seeks further guidance to strengthen his knowledge in assisting children with SEND.

p.2

Achievement Needs attention

Children's age and stage of development are considered to enable them to learn in different ways, including those who may face barriers to their learning. The childminder considers a range of learning approaches and sometimes adapts his teaching. However, some adaptations do not fully support consistent progress across all areas of learning. As a result, progress throughout the curriculum, particularly in personal, social and emotional development, is not always as strong as it could be.

p.3

Achievement Needs attention

The childminder is aware of the skills children need for future learning and takes account of children who may be disadvantaged or face barriers to learning or wellbeing. From their starting points, these children make appropriate progress, and the childminder ensures that they begin to acquire the foundations necessary for their next stage of development. Consequently, most children are suitably prepared for the next stage of their learning or their move on to pre-school or school.

p.3

Behaviour, attitudes and establishing routines Needs attention

At times, the way the childminder communicates with children does not reflect the positive and respectful interactions expected. For example, there are times when the childminder continually interrupts children as they play, which affects their ability to engage deeply in their learning. The childminder establishes appropriate boundaries and routines. Children generally listen well to his instructions, demonstrating an understanding of his expectations for behaviour.

p.3

Behaviour, attitudes and establishing routines Needs attention

Children form trusting and secure relationships with the childminder and confidently seek help when needed. They are beginning to develop the skills needed to collaborate with others. For example, when playing 'shopkeeper', children search for vegetables together and are reminded by the childminder to be kind to one another. These experiences support children's early understanding of teamwork and cooperation.

p.3

Behaviour, attitudes and establishing routines Needs attention

The childminder takes account of children's differing ages and stages of development when guiding their behaviour. He adapts his expectations so that children can participate successfully in routines and learn what is required of them. The childminder recognises the importance of consistent attendance and closely monitors children's patterns. He works with families to highlight why regular attendance supports children's future learning, including their readiness for school.

p.3

Curriculum and teaching Needs attention

Teaching is sometimes overly adult directed, which limits children's opportunities to solve problems independently. For example, when children are developing early skills in sharing, the childminder frequently steps in and interrupts play. As a result, children are directed through learning rather than being supported to work things out independently. Although the childminder provides activities that spark children's interest and encourage them to be curious about the world around them, this approach can restrict their opportunities to develop problem-solving skills.

p.3

Curriculum and teaching Needs attention

The childminder knows children's starting points and has begun to make some improvements to the curriculum and aspects of teaching since the last inspection. He has a developing understanding of what he intends children to learn and how assessments can inform how activities contribute to children's learning. However, there remain inconsistencies in teaching that limit the delivery of the curriculum, and these require further review to ensure the quality continues to improve. This would strengthen outcomes for all children and deepen their learning.

p.4

Curriculum and teaching Needs attention

Children enjoy time outdoors, and the childminder offers activities that promote their physical development, such as practising coordination during ball games. He encourages children to develop early writing skills as they learn to hold pencils correctly. The childminder enhances children's understanding of personal safety by teaching them about road safety and the importance of listening. This helps children develop an awareness of how to keep themselves safe. Children engage in matching and counting activities that support the development of early mathematical concepts.

p.4

Leadership and governance Needs attention

The training the childminder has attended has not been targeted enough to strengthen and raise the quality of teaching. The childminder has received training that has begun to strengthen his understanding of what he intends to provide in the provision. However, professional development has not been targeted precisely enough. He considers the needs of all children, including those who may face barriers to learning, when making decisions about the provision. He reflects on the provision regularly and identifies areas that require further review. Although he has identified the correct priorities for development, the improvements are still in their early stages, and they have not yet raised the overall quality of practice to the expected standard.

p.4

Leadership and governance Needs attention

The childminder works closely with his co-childminder to ensure that they share and balance their workloads to support their wellbeing. The childminder values feedback from parents and works closely with them to build on children's next steps. Parents speak positively about the provision, commenting on the responsive communication and the tailored support offered when concerns arise about their child's development. This partnership approach helps ensure that decisions are made in children's best interests.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

There are still some inconsistencies in how the curriculum is being taught since the last inspection, including how effectively the childminder models positive communication with children to promote a consistently respectful environment. The childminder uses books to talk to children about their emotions, helping develop their awareness of them and ways to manage any conflicts they may face effectively. Furthermore, he frequently explains in routine and play why self-care actions are important. For example, during role play, he reminds children to wash their hands before preparing food and encourages them to drink water throughout the day. Children know water is important for their bodies, including their teeth. The childminder typically embeds routines that children follow well. This helps children know what is happening next and begin to build their independence.

p.5

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

The childminder provides a warm approach to help children feel safe and secure. Children quickly settle into their chosen activities, which the childminder plans based on their interests. The childminder encourages them to join in, and children show enthusiasm to participate. He is responsive to their needs, acknowledges them when they become upset and responds with sensitivity. The childminder has a clear understanding of ways he could reduce barriers for disadvantaged children. He identifies how to adapt activities so that children receive the right support when required to help them make progress in their learning.

p.6

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

Children enjoy their time in the garden as they discover how the cars move along pre-drawn roads or play catch with the balls. Children become curious as they explore the different vegetables in the pretend shop. The childminder provides opportunities to match the same objects together to begin to learn about similarities and differences. This begins to build on their early understanding of mathematical concepts. Children cooperatively play together and take turns in their games as they build relationships.

p.6

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:

p.6

Action Completion Date

strengthen teaching so that children consistently develop the skills and knowledge they need for their future learning 25/08/2026

p.6

Action Completion Date

model positive interactions to enable children to embed positive attitudes towards their learning 28/04/2026

p.6

Action Completion Date

target training more precisely to raise the overall quality of the provision 28/04/2026

p.6

About this inspection

The inspectors spoke with the childminder and children during the inspection.

p.6

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

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 17:30,Friday : 07:00 - 13:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

3

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.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. 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.8

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.9

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.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

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

p.9