Childminder

Childminder

Unique reference number (URN): EY246421 Registered with Ofsted: 05/08/2003 Registers: EYR, CCR, VCR

p.1

Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding. This puts children at significant risk of harm. The childminder does not have a secure understanding of statutory safeguarding requirements. She has not notified Ofsted about new assistants to ensure they are cleared as suitable before they start working with children. In some cases, she has allowed assistants to begin work without all required pre- employment checks, including Disclosure and Barring Service checks, when the individual has been recommended by someone she personally knows. This means that children are in contact with adults whose suitability has not been fully checked. The childminder has not completed up-to-date safeguarding training. Nor has she provided any assistants with information and training to understand their responsibilities to safeguard children. The childminder and any assistants lack understanding of key areas such as female genital

p.2

Safeguarding standards not met

mutilation and radicalisation, meaning they are unable to recognise or respond effectively to risks. The childminder does not know how to manage allegations against staff. There is no attendance policy in place, which means parents are not aware of the safeguarding procedures the childminder will implement in the event a child is absent without notification or for a prolonged period of time.

p.2

How we evaluate safeguarding

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

p.2

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

Behaviour, attitudes and establishing routines Needs attention

During adult-led activities, some children are rushed or overlooked. The childminder uses praise inconsistently, which means children do not always understand what is expected of them. Activities are not always adapted when children show signs of frustration or disengagement, and this reduces opportunities for them to practise collaboration and self- regulation.

p.2

Behaviour, attitudes and establishing routines Needs attention

Despite these weaknesses, the childminder shows an appropriate understanding of children's emotional needs and adapts settling-in processes to reflect this. She provides comfort objects, offers choices to help children regulate emotions and builds positive routines that foster attachment and reassurance. This support helps children, particularly those who are new or initially unsettled, to feel secure and gain confidence in the setting. Children benefit from regular attendance and respond well to these routines, gradually learning to follow basic daily patterns, such as tidying up. The childminder encourages children to be considerate to each other and reminds them to use manners. She helps them

p.2

Urgent improvement

take turns and share resources as they play. This helps them begin to develop early social skills.

p.3

Achievement Urgent improvement

Children do not have the chance to make enough choices about their learning. During group activities, which are very adult-led, they have limited opportunity to explore or respond in ways that reflect their own interests or abilities. Activities are sometimes too advanced for their age, which makes it hard for them to succeed. As a result, children often appear disengaged. They sometimes lose interest, show signs of frustration or become passive because the activities are not matched to their developmental stage or individual needs.

p.3

Achievement Urgent improvement

Children do, however, enjoy opportunities to develop independence and self-help skills. They take pride in small tasks, such as putting on their shoes, feeding themselves or helping to tidy up. These activities allow them to build confidence in managing everyday tasks. They gain a sense of responsibility and achievement when completing these routines, which also encourages them to try new challenges and gradually take on more complex tasks with support.

p.3

Children's welfare and wellbeing Urgent improvement

Children's welfare and wellbeing are not supported effectively. While children are encouraged to develop independence, for example by feeding themselves, carrying their plates to the kitchen after mealtimes and helping tidy up, there are inconsistencies in routines and supervision that compromise children's good health. Handwashing practices are weak, as children sometimes touch the toilet or other surfaces after washing their hands and before eating, without the childminder guiding or reminding them not to. As a result, children are exposed to unnecessary infection risks and do not practise safe hygiene habits. The childminder does not understand or apply safe practices for preparing and supervising food well enough. She does not always cut grapes into age-appropriate sizes and sometimes leaves children unsupervised while eating, creating a choking risk. She also does not provide free access to fresh drinking water, which prevents children from regulating

p.3

Children's welfare and wellbeing Urgent improvement

However, children form warm and secure relationships with the childminder. She responds sensitively to their needs, providing comfort and reassurance when they are upset or unsettled. Babies and younger children are supported with safe sleeping routines, which help them rest safely. These nurturing interactions help children feel cared for and supported in the setting, fostering emotional wellbeing.

p.3

Curriculum and teaching Urgent improvement

The childminder does not demonstrate a secure understanding of how to sequence a curriculum based on typical child development or use assessment effectively to inform planning. For example, the childminder uses formal phonics, letter games and fast-paced songs with children as young as one or 2, which are too difficult for their age. Children are expected to do things they are not developmentally ready for, such as forming different letter shapes with their bodies. This makes it harder for children to learn and understand new skills. The childminder does not always use observations and assessments accurately to understand what children can do or to plan suitable next steps. She does not always organise activities to build on what children already know, making it harder for younger children or those with different abilities to take part. As a result, the curriculum is not consistently planned or sequenced to support children's learning across all areas, limiting

p.3

Curriculum and teaching Urgent improvement

their ability to develop essential skills in a structured and progressive way.

p.4

Curriculum and teaching Urgent improvement

Despite these weaknesses, children benefit from some engaging, hands-on experiences. The childminder provides parachute games to encourage children to move their whole bodies, work together and develop balance, spatial awareness and timing as they lift, shake and run under the parachute. She provides creative activities, such as role play and painting, to help children to explore ideas, practise dexterity and enjoy expressive play. Children also explore simple mathematical concepts through activities such as shape sorters and stacking games, which help them begin to understand shapes and sizes.

p.4

Inclusion Urgent improvement

The childminder does not have appropriate arrangements in place to support children with special educational needs and/or disabilities (SEND) or those with additional barriers. She does not demonstrate a secure understanding of how to adapt provision or implement targeted strategies to reduce barriers to learning. This is reflected in her limited approach to supporting children who speak English as an additional language and younger children, whose needs are not met well. Progress is not consistently or accurately monitored, and information gathered is not used to identify what children need next or to adjust activities in response to their development. Support is not routinely reviewed to check whether it is effective, and changes are not made where children are not making expected progress. As a result, some children do not receive the help they need to access learning or make appropriate progress.

p.4

Inclusion Urgent improvement

The childminder demonstrates some awareness of how to support children with SEND. She understands the importance of working with other professionals, such as health visitors or specialists, and says she would follow their advice to help support children. She also recognises that any additional funding could be used to buy resources or equipment to support children's development.

p.4

Leadership and governance Urgent improvement

The childminder does not ensure that Ofsted is notified when new assistants are appointed, which means that the required checks are not completed and the suitability of assistants is not assured. This places children at potential risk. The childminder does not ensure her knowledge of important early years requirements is kept up to date. She is not aware of key changes to the early years foundation stage, including safer-eating guidance, and this leads to weaknesses in her everyday practice. She does not have all the required policies in place, and some essential documents are not organised or accessible. For example, she is unable to locate her current first-aid certificate during the inspection, and she does not keep accurate records of children's attendance. These gaps raise concerns about how well she manages essential information and demonstrate weaknesses in her practice. As a result, her ability to make informed decisions that keep children safe and ensure high-quality care

p.4

Leadership and governance Urgent improvement

is limited. Professional development is weak because the childminder does not have a clear system for training or updating staff. Assistants depend solely on the childminder for information, meaning any gaps in the childminder's own knowledge are passed directly on. With no access to structured training, ongoing coaching or review of practice, adults lack the up-to-date skills required to meet children's needs securely and safely.

p.5

Leadership and governance Urgent improvement

Despite this, the childminder maintains positive relationships with families. Parents describe her as caring, patient and responsive. She provides practical support, such as guidance with potty training. The childminder supports transitions to nursery by gathering information from parents and sharing progress checks, which helps maintain continuity of learning.

p.5

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.6

Register

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

p.6

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

Children's daily experiences are affected by weaknesses in safeguarding and the suitability of adults caring for them. The childminder does not always follow the correct process when appointing assistants or ensure that Ofsted is informed so that suitability checks can be completed. In addition, the childminder does not have secure knowledge about safeguarding processes. This means children are cared for by adults who do not have the required knowledge or checks in place to keep them safe. Children are not kept safe enough in daily routines. Children sometimes eat without an adult closely watching them or are given food that has not been prepared safely, such as grapes that have not been cut appropriately. They do not have free access to drinking water, and they are not guided to wash their hands effectively, which limits their understanding of healthy routines. Records, including daily attendance, are not maintained consistently, and the childminder cannot demonstrate a valid

p.6

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

Children do not always receive activities that match what they need to learn next. The childminder lacks a secure understanding of typical child development, and learning is not sequenced effectively. For example, she regularly teaches phonics to very young children, including those who are still developing early communication skills or learning English as an additional language. During these sessions, children are not able to take part successfully and quickly lose interest. Children who need extra support with communication are not helped to develop their understanding effectively. Background music is often played while the childminder interacts with children, making it harder for them to focus on spoken language and follow what is being said.

p.6

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

Despite these weaknesses, children build warm and trusting relationships with the childminder. They go to her for comfort and are quickly reassured by her calm, gentle manner. Children enjoy learning to be independent, for example by peeling their own fruit at snack time. They also have fun pretending to cook in the role-play kitchen, where the childminder joins in to help build their stories and ideas. These positive moments help children feel welcomed in the setting.

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.7

Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

p.7

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 staff–child ratios 28/04/2026

p.7

Action Completion Date

ensure all staff undertake appropriate safeguarding training and that this is renewed every 2 years 28/04/2026

p.7

Action Completion Date

improve knowledge and understanding of the action to be taken in the event of an allegation being made against anyone living, working or looking after children 28/04/2026

p.7

Action Completion Date

implement whistleblowing procedures and ensure that any assistants know how to raise concerns about poor or unsafe practice 28/04/2026

p.7

Action Completion Date

ensure a written attendance policy is shared with parents 28/04/2026

p.7

Action Completion Date

ensure that you have a valid paediatric first-aid certificate and that this is maintained 28/04/2026

p.7

Action Completion Date

ensure food is prepared in a way to prevent choking 28/04/2026

p.7

Action Completion Date

ensure children who are eating are always within sight and hearing and seated safely while eating 28/04/2026

p.7

Action Completion Date

ensure children have free access to fresh drinking water at all times 28/04/2026

p.7

Action Completion Date

implement a programme of professional development to improve the quality of teaching and learning outcomes for children 28/04/2026

p.7

Action Completion Date

improve the supervision arrangements of any assistants to provide support, coaching and training so that the learning and development experiences for children continually improves 28/04/2026

p.8

Action Completion Date

improve hygiene routines to reduce the risk of cross infection and promote children's good health 28/04/2026

p.8

Action Completion Date

ensure there is a daily record of the names of the children being cared for on the premises and their hours of attendance 28/04/2026

p.8

Action Completion Date

improve knowledge of significant events that must be notified to Ofsted 28/04/2026

p.8

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:

p.8

Action Completion Date

plan and implement an ambitious curriculum for all children which builds on what they know and can do 28/04/2026

p.8

Action Completion Date

improve the use of assessment to accurately understand what children need to learn next and identify any emerging gaps in their learning and development 28/04/2026

p.8

About this inspection

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

p.8

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.8

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30

p.9

Facts and figures used on inspection

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

p.9

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.10

Needs attention

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

p.10

Urgent improvement

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

p.10

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.10

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.10

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.10

Urgent improvement

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

p.10

Urgent improvement

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

p.10