Childminder

Childminder

Unique reference number (URN): EY542296 Registered with Ofsted: 28/12/2016 Registers: EYR, CCR, VCR

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Safeguarding standards not met

The childminder has not ensured that there is an open and positive culture around safeguarding. This puts children at significant risk of harm. The childminder has failed to notify Ofsted about new adults working with children. She has failed to provide Ofsted with the required information about new adults working with children to enable them to be cleared as suitable by Ofsted, before they are included in staff-to-child ratios. These breaches mean that children are cared for by adults whose suitability has not been checked. The childminder ensures that the new assistants are not left unsupervised with children.

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Safeguarding standards not met

The childminder ensures that she and any assistants attend regular training about safeguarding children. Both the childminder and any assistants demonstrate a secure understanding of safeguarding and child protection. They confidently identify a range of signs and symptoms of abuse and neglect, and their responsibilities under the 'Prevent' duty. They know what to do should they have any concerns about a child's welfare.

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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 appropriate progress from their starting points. They develop increasing confidence as they take part in daily experiences and explore the environment. Children communicate their needs, join in with familiar songs and respond to interactions with adults and other children. Over time, they build early language skills and become more willing to express themselves. Children develop physical skills as they move around the environment, handle resources and take part in active play. They gain coordination and control as they practise using different equipment and materials. Children also learn to play alongside others, beginning to share and take turns, which supports their developing social skills.

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Achievement Expected standard

Children begin to develop early mathematical understanding through play. For example, during activities with teddy bears, children sort and group them by colour, count how many there are and compare sizes, such as identifying big and small.

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Achievement Expected standard

Children, including those who may need additional support, continue to make progress and build on what they already know and can do, which helps prepare them for their next stage of learning. Children have fewer opportunities to explore natural materials and extend their understanding of the world through meaningful hands-on experiences.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a calm and welcoming environment where children feel secure and settled. She supports children to understand daily routines and expectations for behaviour. The childminder models appropriate behaviour and helps children learn to share, take turns and interact positively with one another. Children begin to develop early social skills and learn how to play alongside their peers.

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Behaviour, attitudes and establishing routines Expected standard

Children attend regularly and benefit from familiar routines, including mealtimes and tidy-up times. These consistent experiences help children develop a sense of security and belonging within the setting. Children show that they are familiar with what happens throughout the day. They engage well with the childminder and their peers.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages children to take part in everyday tasks, such as tidying away toys and preparing for mealtimes. This supports children to begin developing independence and confidence in managing aspects of their daily routines. However, expectations for independence are not always consistently reinforced. Children are not always encouraged to take full responsibility during routine tasks, which limits opportunities for them to further develop their self-help skills. Overall, children demonstrate appropriate behaviour and positive attitudes, and regular attendance supports their engagement and sense of belonging.

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Curriculum and teaching Expected standard

The childminder has a clear understanding of what she wants children to learn and designs a curriculum that helps children gain the knowledge and skills they need for the next stage of their education. She gathers information from parents and uses observations and ongoing assessment to plan experiences that build on what children know and can do. This helps children remain engaged and interested in their learning.

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Curriculum and teaching Expected standard

Children benefit from a range of play opportunities, including imaginative play, creative activities and outdoor experiences. For example, when children show an interest in caring for babies, the childminder provides dolls, buggies and feeding resources. She narrates children's play, naming objects and actions to help children link words to their experiences and develop early language skills. Children practise dressing dolls, feeding them and taking them for walks, which supports their communication and social interaction. Mathematical understanding is supported through activities such as counting, sorting and recognising colours during play.

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Curriculum and teaching Expected standard

The childminder supports communication through conversation, songs and stories, and encourages children to make choices in their play. Daily routines provide structure and familiarity, helping children to feel secure and build confidence to engage in activities. However, opportunities for children to explore natural materials are limited, which reduces children's curiosity and deeper exploration.

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Inclusion Expected standard

The childminder identifies children's needs and adapts care and learning to support their development. She gathers information from parents and uses observations to identify emerging needs. This enables most children, including those who may face barriers to their learning and wellbeing, to take part in daily experiences. The childminder works in partnership with parents and seeks advice from external professionals where needed. For example, when a child showed delays in physical development, the childminder adapted activities and followed guidance from physiotherapy professionals. As a result, the child developed increased mobility and confidence over time. This demonstrates how the childminder adapts provision to reduce barriers and support children's progress.

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Inclusion Expected standard

The childminder monitors children's progress through regular observation and assessment and uses this to plan next steps in learning. She ensures all children are included in activities and can access the curriculum. There are no children currently on roll who access additional funding, such as the early years pupil premium. The childminder has previous experience of using such funding to support children's individual needs through targeted support. The childminder recognises the value of continuing to develop her knowledge and intends to access further training to strengthen her understanding of supporting children with special educational needs and/or disabilities.

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Children's welfare and wellbeing Needs attention

The childminder does not hold a valid paediatric first-aid qualification that meets requirements. This compromises her ability to provide appropriate treatment in an emergency. Despite this, the childminder provides a caring environment where children feel comfortable and develop secure relationships. She knows children well and responds to their individual needs.

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Children's welfare and wellbeing Needs attention

Children benefit from consistent routines that support their emotional wellbeing. The childminder promotes healthy lifestyles through nutritious meals, outdoor play and planned activities. She supports children to understand how to keep themselves healthy, for example, through handwashing routines and encouraging them to drink water. Children also take part in activities and games that help them to distinguish between healthy and unhealthy foods, supporting their understanding of making healthy choices.

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Children's welfare and wellbeing Needs attention

The childminder supports children in understanding their feelings and developing confidence. She provides a nurturing environment where children feel safe, are emotionally secure and develop positive relationships. Children are supported through daily interactions and routines that help them feel reassured and develop a sense of belonging. Overall, while children's day-to-day care supports their wellbeing in many aspects, weaknesses in paediatric first-aid arrangements mean that children's welfare is not consistently assured.

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Leadership and governance Urgent improvement

The childminder has not ensured that statutory requirements are consistently met. Significant breaches relating to safeguarding, including failure to notify Ofsted of assistants working on the premises and not maintaining a valid paediatric first-aid qualification, demonstrate weaknesses in leadership and oversight. These failures compromise children's safety and require urgent action. The childminder does not have a secure understanding of notification requirements and has not ensured that all adults working with children are known to Ofsted and appropriately checked before being included in ratios.

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Leadership and governance Urgent improvement

The childminder communicates regularly with parents to keep them informed about their children's learning and development. She shares concerns and works with families to implement consistent strategies, supporting continuity of care. She makes day-to-day decisions that support children's wellbeing, such as maintaining consistent routines and a nurturing environment. The childminder shows some reflection in her practice and has identified a need to develop her knowledge, including accessing further training to support children with special educational needs and/or disabilities. However, self-evaluation is not sufficiently robust to identify breaches or drive improvement. Professional development for assistants is limited and not yet fully effective in strengthening practice. Overall, leadership does not ensure full compliance with requirements, and improvements are needed to strengthen oversight and practice.

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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

Children are not always fully protected because safeguarding arrangements are not secure. The childminder has not ensured that all required suitability checks for assistants are completed before they work with children or are included in ratios. The childminder has not completed and maintained a valid paediatric first-aid qualification that meets the requirements of the early years foundation stage. Children's safety and welfare are not fully assured. Children have fewer opportunities to explore natural materials and develop curiosity. Opportunities to further develop independence are not always consistently supported.

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

Children are welcomed into a warm and nurturing environment where they form secure relationships with the childminder and assistants. They settle quickly and show that they feel comfortable, safe and valued. Children confidently access a range of resources and demonstrate enjoyment in their play. They benefit from a well-organised environment where resources are accessible, enabling them to make choices and remain engaged for sustained periods.

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

Children develop early communication, physical and social skills through daily routines and meaningful play experiences. They learn to share, take turns and interact positively with others. Adults support children's language development effectively through modelling, repetition and engaging interactions, including songs, stories and role play. Regular attendance supports children to build secure relationships and becoming familiar with routines.

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

Children engage well in group activities, such as circle time, where they develop confidence, listening skills and a sense of belonging. They enjoy opportunities for imaginative play, creative activities and physical movement, which support their all-round development.

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About this setting

Registration date: 28/12/2016 Overall, children are settled, happy and engaged, with positive experiences that support their development.

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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 Ofsted is notified of all adults working with children on the premises, so that the required suitability checks can be completed before they are included in child-to-adult ratios 07/04/2026

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Action Completion Date

ensure that you have a valid paediatric first-aid certificate and that this is maintained 07/04/2026

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About this inspection

The inspector spoke with the childminder and assistants 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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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

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 .

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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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