Griffiths, Tammie

Griffiths, Tammie

Unique reference number (URN): EY456616 Address: 3 Bourne Road, Alford, Lincolnshire, LN13 9HX Type: Childminder Registered with Ofsted: 26/03/2013 Registers: EYR, CCR, VCR Registered person: Griffiths, Tammie

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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.

p.2

Safeguarding standards not met

The childminder fails to ensure the setting's safeguarding procedures are implemented. Adults use their mobile phones in the premises when childcare takes place, which impedes their ability to supervise children effectively. The childminder is not aware of adults recording video footage in the premises when children are present. This puts children at a significant risk because adults could film or photograph children without the childminder's knowledge. The childminder does not have sufficient oversight of adults' mobile phone use in order to safeguard children effectively. The childminder swears in front of children. This poor conduct impacts on the childminder's suitability to care for children.

p.2

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.

p.2

Achievement Needs attention

Through accessing the planned curriculum, children learn new words during adult-led activities. They gain an understanding of the world by listening to stories about culture and religion. Older children enjoy their time in the soft-play area, where they practise skills such as balancing and climbing. However, some children are not receiving the targeted specialist support that they need in addition to what the curriculum is offering them.

p.2

Achievement Needs attention

Children do not always learn from positive role models and appropriate teaching. They witness that using inappropriate language during interactions with others is acceptable. Children do not always observe positive social and personal communications between the adults who care for them. This could impact on the way that they chose to interact with others as they get older and impede their ability to make friends.

p.2

Behaviour, attitudes and establishing routines Needs attention

The childminder does not model appropriate expectations for children's behaviour through her own interactions. She shows poor self-control and a lack of respect for others during discussions with other adults, which children are exposed to. The childminder does not set a good example for children to learn from. The childminder encourages children to care for the environment around them. For example, children help to tidy away after they have eaten at the dinner table. They wipe the table and use an appropriately sized vacuum cleaner to clear the floor of crumbs. The childminder thanks children for their efforts and praises their contributions with a 'high five'. This helps children to feel proud of their work and encourages them to continue acting in helpful ways.

p.2

Behaviour, attitudes and establishing routines Needs attention

The childminder prompts children to use their kind manners. Children are heard independently using words such as please and thank you while they play with their friends. The childminder sometimes uses the Makaton signs for please and thank you. This teaches children ways to get along well with others when they might not yet have the words.

p.3

Behaviour, attitudes and establishing routines Needs attention

The childminder and her assistants understand the importance of children's regular and punctual attendance. They know when children are likely to be absent for illness and holidays. The childminder contacts families when children are late to check on their wellbeing.

p.3

Children's welfare and wellbeing Needs attention

The childminder's behaviour and interactions with others have the potential of making children feel intimidated and emotionally insecure.

p.3

Children's welfare and wellbeing Needs attention

The childminder has improved practices to support children's welfare since her last inspection. All children are now seated safely while they eat, and the childminder reinforces this rule through reminding children and her assistants why this is important.

p.3

Children's welfare and wellbeing Needs attention

The childminder teaches children how they can look after their bodies to keep themselves and others healthy. For example, she encourages children to cover their mouth when coughing. The childminder and her assistants promote some good hygiene practices, such as making sure children wash their hands before they eat.

p.3

Children's welfare and wellbeing Needs attention

The childminder uses activities to help children express their emotions, such as looking at different faces painted on stones and teaching children the Makaton sign for their feeling so they can communicate this when they do not have the right words. The childminder provides children with opportunities to be physical both inside and outside. Children enjoy exercising on the soft-play equipment that they have daily access to.

p.3

Curriculum and teaching Needs attention

Since her last inspection, the childminder has made some improvements to the curriculum design, but she does not make sure it is taught well enough. The childminder and her assistants do not always engage with children in a meaningful and appropriate way. They expose children to inappropriate language, which does not teach them positive social skills. Sometimes, the childminder is focused on personal discussions rather than teaching children. The childminder and her assistants lack precise focus on prioritising children's individual next steps through their teaching interactions.

p.3

Curriculum and teaching Needs attention

The childminder does not consistently plan activities with consideration of children's different ages and abilities. For example, during a dance activity, younger children who would benefit

p.3

Urgent improvement

from the opportunity to practise their physical skills remain seated throughout. This does not promote children's steady development.

p.4

Urgent improvement

The childminder uses some effective ways of supporting children's communication and language development. For instance, she introduces children to new words, such as salami, during a pizza-making activity. The childminder chooses to read books that help children understand about the diverse world in which we live, for example books about religion. She plays games with children to teach mathematical concepts, such as positional language through games, for example hide and seek.

p.4

Inclusion Needs attention

The childminder identifies children who have barriers to their learning, but she does not do enough to make sure these children do not fall behind. She fails to involve relevant support services promptly enough. This means that some children are not developing at a rate of which they are capable. The childminder lacks sufficient knowledge of which children may be entitled to additional funding. This means that some families may unknowingly have access to funding which the childminder could use to support their children's learning and development. The childminder does not have an accurate understanding of the eligibility criteria for the different funding available to some children.

p.4

Inclusion Needs attention

The childminder and her assistants access training on how they can support children who have special educational needs and/or disabilities. They use this to understand and assess children's unique development. The childminder adopts inclusive practices to recognise and celebrate children's different cultures. She learns words from children's home language, when this is not English, and cooks traditional family dishes from around the world. This helps children to feel a sense of belonging and identity.

p.4

Leadership and governance Urgent improvement

The childminder has been found in breach of statutory safeguarding requirements. She does not always conduct herself in a suitable manner and fails to ensure mobile devices are used in a safe and appropriate way. Although the childminder has met the actions raised during her last inspection and has improved some aspects of her provision, more needs to be done to raise quality and meet all statutory requirements.

p.4

Leadership and governance Urgent improvement

Although the childminder gathers information about children when they first start, she does not maintain effective communication with parents. This means she does not know important information about children that would help her support their ongoing development. The childminder has gaps in her knowledge, which means she may not identify children who are entitled to extra funding. The childminder fails to make timely referrals to specialist services when she identifies that a child is delayed in their learning and development. The impact of these weaknesses means that some children are not receiving the additional support that they need to achieve well. The childminder has some systems in place for herself and her assistants to develop professionally. For example, she arranges some relevant training opportunities. The childminder has daily discussions with assistants about their workload and how they are

p.4

Compulsory Childcare Register requirements

This setting has not 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 not 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

Children are not safeguarded effectively. There are times when the childminder and her assistants use their mobile phones and talk between themselves when they should be teaching and interacting with children. Some adults use their mobile phones to record video footage inside the childminding premises. The childminder does not know this is happening, which puts children's safety and privacy at significant risk. Children hear the childminder swear when she is talking to other adults. They observe her cross interactions with others. This could have a negative impact on how children feel in the childminder's care and risks their successful personal and social development.

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

The childminder is not addressing the learning and developmental needs of children, including those with special educational needs and/or disabilities. Some children who are falling behind in their development do not receive the specialist support that they need. The childminder does not know important information about some children that would help her get them ready for their next stages of their education. This means that some children may not be prepared well enough for school.

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

Children of different ages show focus and concentration while they make pizzas. Babies smile as they rub the tomato sauce onto their pizza base using their fingers. Through participating in this activity, they develop their dexterity and hand–eye coordination. Older children count out their ingredients. They use their imaginations to create faces out of cheese and meat. When the pizzas are cooked, children share a lunch together.

p.6

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

Children listen with interest as the childminder reads to them. The childminder chooses books which help children to understand more about the diverse world around them. Children learn about different religions and the characteristics of being Christian and Sikh.

p.6

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

Children show independence in their self-care. They happily follow the childminder's instructions to wait in line so that they can wash their hands before they eat. They are familiar with this routine and understand the appropriate rules that the childminder has embedded.

p.6

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.

p.6

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 an effective two-way flow of information with parents so that important information about children is shared and acted on to support their learning and development 20/04/2026

p.6

Action Completion Date

ensure the setting's safeguarding policy and procedure is implemented without exception, with a particular focus on the safe and appropriate use of mobile phones 20/04/2026

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Action Completion Date

ensure children are supported to understand what appropriate behaviour is 20/04/2026

p.7

Action Completion Date

ensure all adults who children have contact with conduct themselves in an appropriate and suitable manner 20/04/2026

p.7

Action Completion Date

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

ensure that concerns about children's learning and development are acted on promptly so that children can access any additional specialist support that they need without delay 20/04/2026

p.7

Action Completion Date

ensure the childminder has a broad understanding of the needs of children in her care, including if they are eligible for additional funding 20/04/2026

p.7

Action Completion Date

ensure children receive high-quality teaching and meaningful interactions so that they can flourish in all areas of their development 20/04/2026

p.7

About this inspection

The inspector spoke with the childminder and her assistants during the inspection.

p.7

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 inspection

The inspection started on 4 March 2026. Inspectors returned on 30 March 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.

p.7

About this inspection

We continued this inspection on 30 March 2026 as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further

p.7

Address:

3 Bourne Road Alford Lincolnshire LN13 9HX

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Address:

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

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Facts and figures used on inspection

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

p.8

Exceptional

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

p.9

Strong standard

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

p.9

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.9

Needs attention

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

p.9

Urgent improvement

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

p.9

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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