Nsirim, Adaobi

Childminder

Unique reference number (URN): 2742025 Registered with Ofsted: 20/09/2023 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 Urgent improvement

Children are not making sufficient progress in all areas due to the weak curriculum design and implementation. Children's communication and language skills are not supported by the childminder. Children have limited interactions or activities supporting their next steps in learning. At times, children disengage quickly from their play. Also, at other times, the childminder interrupts their play. All children, including those with special educational needs and/or disabilities (SEND), do not make steady progress. The childminder is not planning an environment that is enabling children to prepare for their next stage of learning and development.

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Achievement Urgent improvement

Children are developing their physical skills. Children enjoy accessing the local park and soft-play space. They learn to climb, balance and run. They sing songs with their friends and the childminder. Children enjoy using the toys that are accessible.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder does not show that she can promote children's engagement and sustain their attention. For example, at times, she is hurried and gets different toys and activities to try to engage with the children. These attempts are typically not successful, and children become unmotivated with the learning on offer.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder is not teaching children how to develop positive attitudes to learning and how to follow routines and rules that keep them safe. For instance, children repeatedly lift and bang the indoor slide on the floor. At times, she makes no attempt to support children on how to use some resources correctly and safely. The childminder does not demonstrate that she understands how to help children to understand expected behaviours. Children are not learning that some behaviours may affect their peers' emotional wellbeing and enjoyment. This has a poor impact on how children learn to respect and collaborate with others. The childminder does not work effectively with parents to support children's self-care needs. This includes toilet training. Children are not well prepared for transitions such as school.

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Behaviour, attitudes and establishing routines Urgent improvement

Children have formed positive bonds with the childminder. The childminder has also put in place some routines. For example, children know to wash their hands and sit at the table for lunch. She also promotes the importance of punctuality and attendance with parents. She monitors attendance and follows up when necessary.

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Children's welfare and wellbeing Urgent improvement

The childminder's procedures and practice do not promote children's welfare, as she does not assess risk appropriately. For instance, she ineffectively supervises children as they play near the top of the staircase. When she does notice and guide them away, children continue playing there in an unsafe way. Furthermore, the childminder does not identify hygiene risks or choking hazards. She does not stop children eating food that has fallen on the floor following sensory activities and teach them how to eat safely. These examples demonstrate that the childminder is not teaching children to understand how to keep themselves safe. Children do build positive relationships with the childminder. The childminder offers children cuddles and sings with them. This supports their emotional development. The childminder gathers some information from parents to support children's welfare and wellbeing, such as about allergies and intolerances. She has routines in place that typically support lunchtimes.

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Children's welfare and wellbeing Urgent improvement

For instance, children know they need to wash their hands before they eat. Children with special educational needs and/or disabilities (SEND) receive support to sit while eating. During intimate care practices, the childminder adapts her interactions and uses signs and simple words to support children with SEND.

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Curriculum and teaching Urgent improvement

The childminder has not created an ambitious curriculum. It is poorly designed. It is not built on what children know and can do. The childminder does not effectively assess children's learning and development. She has not put in place appropriate next steps in learning to support further learning. For example, the childminder reads complex and lengthy books, and children struggle to sustain attention and engagement. At times, children disengage and wander off to find other play opportunities.

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Curriculum and teaching Urgent improvement

At times, the childminder focuses heavily on adult-led activities and does not follow children's lead. The childminder's interactions with children are not high quality, and children do not engage well with the experiences. The childminder does not give children enough time to respond to questions and also ask questions. This does not support their communication skills further. Children do not make expected progress from their starting points, especially those children with special educational needs and/or disabilities.

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Curriculum and teaching Urgent improvement

The childminder focuses on developing children's physical skills. For instance, children develop their hand muscles through some planned activities such as squeezing and squishing play dough. The childminder models counting skills to support children's mathematical understanding.

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Inclusion Urgent improvement

The childminder does not identify and assess children's needs accurately, particularly those with special educational needs and/or disabilities (SEND). The childminder's support for children with SEND is ineffective. She has not put in place appropriate support to close gaps in children's learning. The childminder does not recognise the importance of working in partnership with other professionals, settings and parents to implement support plans and seek advice when she has concerns. Children with SEND do not gain the essential support they need to make steady progress in their learning.

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Inclusion Urgent improvement

The childminder lacks knowledge of the curriculum. Her assessments and monitoring of children's progress are ineffective. For instance, the childminder plans activities focusing on children's interests but does not plan experiences that are tailored to children's needs. The childminder makes attempts to support children's understanding and language development, but they are insufficient. For example, children do not benefit from high-quality literacy opportunities. The childminder is not further developing children's communication and language skills. The childminder would benefit from further training to improve the education and care she provides. The childminder has a secure understanding of how to apply and use additional early years funding to support children who are eligible for this.

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Leadership and governance Urgent improvement

The childminder does not demonstrate how to make effective decisions in the best interests of children. Her curriculum is not ambitious, and she does not identify improvements needed to support children's care, learning and development. For example, when the childminder plans physical activities, she does not prioritise children's needs. The learning is not tailored to children's next steps in learning. Children with special educational needs and/or disabilities (SEND) do not receive appropriate support to reduce barriers to their learning. The childminder's interactions are poor. Children do not make progress from their starting points and build on what they know and can do.

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Leadership and governance Urgent improvement

The childminder has failed to take prompt action to contact other settings and professionals to obtain and share relevant knowledge and understanding to further support children with SEND. This does not support consistency in children's education and care or support their transitions, such as starting school. She also does not gain essential information from parents about the children in her care. Overall, this does not support children's welfare and wellbeing.

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Leadership and governance Urgent improvement

The childminder has built positive relationships with parents. She is flexible with timetables to meet the needs of families. The childminder helps children to learn about the community they live in by exploring the different environments and places nearby.

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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 lacks knowledge of the curriculum to plan and support children effectively to build on their knowledge and skills. For example, she plans activities that are not suitable for children's ages and stages in development. She does not accurately assess children's learning and development. This demonstrates that the childminder does not plan to meet the needs of the children. The childminder does not use high-quality interactions to meet the children's needs. Children's language skills are weak. The childminder does not do enough to support those children with special educational needs and/or disabilities (SEND). She does not obtain or share relevant information about children's learning to other settings, professionals and parents. Children are not making expected progress. This gap in practice particularly affects children with SEND, who are not receiving targeted support to make steady progress from their individual starting points. The childminder does not identify

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

potential risks within the home. For instance, she does not identify the risks of children running back and forth across the landing unsupervised. Children's safety is at risk.

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

The childminder develops positive bonds with the children in her care. She recognises the importance of nurturing relationships in supporting children. Children develop some of their independence skills through self-feeding and taking off their coats. Children settle well and confidently access the provision. The childminder encourages attendance and has previously followed appropriate steps where there were concerns about children's attendance.

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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

improve procedures and practices that keep children safe by identifying and managing risks while supporting children to understand how to keep safe and healthy 06/03/2026

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Action Completion Date

put in place effective arrangements to work with parents, external professionals and other settings in order to support children's individual needs, particularly for those with special educational needs and/or disabilities 13/03/2026

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Action Completion Date

undertake professional development opportunities to improve the quality of teaching and implement learning into practice to effectively support children's learning and development across all areas of learning 03/04/2026

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Action Completion Date

improve accurate assessment of children's learning and make appropriate adjustments that support their progress 03/04/2026

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Action Completion Date

plan and implement an ambitious curriculum considering individuals' needs and interests to ensure children are prepared for their next steps in learning 03/04/2026

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Action Completion Date

improve expectations of children's behaviour, ensuring they learn the knowledge and skills to have a positive attitude and ability to follow routines and rules that keep them safe and help them learn 03/04/2026

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About this inspection

The inspector spoke with the childminder, parents and children 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.

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About this setting

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

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About this setting

Local authority: Nottinghamshire County Council

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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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