Lowther, Clarissa Claire

Lowther, Clarissa Claire

Unique reference number (URN): 2815085 Address: 15 Brisbane Gardens, Salisbury, SP4 9JJ Type: Childminder Registered with Ofsted: 18/08/2025 Registers: EYR Registered person: Lowther, Clarissa Claire

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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 do not achieve well from their starting points and do not gain the knowledge and skills needed to progress to the next stage in their learning. Younger children show limited engagement and are often overlooked. Children with barriers to their learning show limited engagement in structured learning experiences. The childminder does not use different strategies to enable children with communication and language difficulties to participate and express themselves. This hinders their progress and they do not achieve their full potential.

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Achievement Urgent improvement

Some children demonstrate familiarity with nursery rhymes and action songs by joining in with some repeated words and phrases. Older children make some progress in their communication skills as they ask questions and attempt to pronounce longer words, such as 'caterpillar'. Children show emerging physical skills as they use their small-hand muscles to manipulate play dough and pick up small objects to place into containers. Babies pull themselves up to stand to look at what older children are doing.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder does not provide a calm and organised environment that motivates children's curiosity and helps them form positive attitudes to their learning. Children do not engage in purposeful play that excites them or builds their knowledge. Weak supervision and poor risk assessment mean children sometimes hurt each other. The childminder sets low expectations for behaviour and does not establish clear boundaries or routines. As a result, children do not learn to treat each other with respect or kindness, share resources or manage conflicts.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder does not support children's emotional development well. She does not consistently comfort children when they are hurt, which limits their sense of safety and security. She does not teach emotional awareness or self-regulation for children. Children who find managing their feelings and behaviour difficult are not given the support and guidance to do so. This impacts on them being able to access learning.

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Behaviour, attitudes and establishing routines Urgent improvement

However, children sometimes show interest in activities. Older children ask questions during play, such as 'Can we see snails in the garden?' and 'Where does a whale live?' Younger children enjoy sensory play,, for example scooping oats and watching them fall through their fingers. The childminder implements appropriate policies that promote children's regular attendance.

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Children's welfare and wellbeing Urgent improvement

The childminder does not implement safe eating procedures or supervise children effectively during mealtimes. Children wander around while eating fruit, which increases the risk of choking. Weak risk assessment means the childminder does not identify or minimise hazards. For example, she leaves children unattended while taking others to the bathroom. During this time, unsupervised children climb and jump from tables, increasing the risk of injury. Children's safety and individual needs are not prioritised.

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Children's welfare and wellbeing Urgent improvement

Hygiene practices are poor and do not support children's health. Children do not wash their hands before eating, and young children play on the bathroom floor and touch the toilet. The childminder does not support children's emotional wellbeing effectively. When children hurt each other or have conflicts, she does not respond promptly to comfort and reassure them. This limits their sense of safety and security. In addition, the childminder does not always support children to understand and regulate their own emotions. This means that children do not develop the skills they need to look after their own wellbeing. Care routines are poorly organised. For example, a baby is bottle fed on the floor while other children wander around eating, creating a chaotic and unsettled environment.

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Children's welfare and wellbeing Urgent improvement

However, children settle quickly on arrival and separate confidently from their parents. They enter happily, begin talking to the childminder and choose toys to play with. The childminder works with parents to support toileting and weaning.

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Curriculum and teaching Urgent improvement

The childminder's curriculum is not broad, well sequenced and lacks ambition for children. There are weakness in her planning, and her teaching and interactions do not target children's individual needs or stages of development well enough. The childminder's assessment of children's learning does not accurately identify their next steps. Planned activities do not build on what children already know and can do. This means children's learning is left to chance and limits their progress.

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Curriculum and teaching Urgent improvement

The childminder does not adapt her teaching to meet the ages and stages of all children. As a result, children do not engage in meaningful learning and miss opportunities to deepen their understanding and skills.

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Curriculum and teaching Urgent improvement

Interactions with children are generally positive. The childminder listens to children when they talk to her, offers them praise and occasionally responds to their interests. At times, she introduces new vocabulary, such as describing worms as 'squidgy, squirmy' and 'stretchy'. The childminder sings familiar rhymes with children. Some children join in, demonstrating enjoyment. However, these moments are limited and impact adversely on children's language and communication development and overall progress across the curriculum.

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Inclusion Urgent improvement

The childminder assesses children's progress termly but does not use this to identify children's needs accurately. Although she sets next steps for children, they do not match children's individual needs. This limits their progress. The childminder communicates with parents when children start but does not regularly update this information to help put effective support in place as children's needs change.

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Inclusion Urgent improvement

The childminder does not use effective behaviour management or communication strategies to meet the needs of children who struggle with communication or emotional regulation. For example, she does not adapt her approach to help children manage their feelings or develop their language skills. Although, the childminder shows some awareness of how to seek timely professional advice and/or gain additional funding for children who need it she does not act on this in a swift manner. This means children with special educational needs and/or disabilities and those with barriers to their learning do not receive the timely support they require to meet their individual learning needs. This limits the progress they make in their learning and development.

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Inclusion Urgent improvement

The childminder has recently completed a child psychology diploma and recognises that she needs to improve her knowledge of supporting children with communication and language barriers.

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Leadership and governance Urgent improvement

The childminder does not meet some of the statutory safeguarding and welfare requirements and does not provide high-quality education and care or secure good outcomes for children. She does not supervise children effectively or carry out robust risk assessments to keep them safe. For example, she leaves children unattended, which compromises their welfare and wellbeing.

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Leadership and governance Urgent improvement

The childminder has not implemented an ambitious, well-sequenced curriculum that meets the needs of all children. She does not adapt her practice effectively for children with special educational needs and/or disabilities.

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Leadership and governance Urgent improvement

Although the childminder attends regular training, she does not target her professional development effectively to improve teaching to help all children meet their full potential.

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Leadership and governance Urgent improvement

However, the childminder shows a willingness to improve and is open to feedback about her practice. Partnerships with parents are positive. Parents report that she works with them to support consistency, for example, during toilet training. She shares information regularly through daily diaries and via digital communication.

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

The childminder does not meet the requirements of the early years foundation stage. As a result, children do not receive the quality of care and education they need to achieve well or learn how to keep themselves safe. The childminder does not follow safe eating procedures or assess risks effectively to ensure appropriate supervision. For example, she does not ensure children wash their hands before eating and leaves them unattended at snack time. Children wander while eating fruit, which increases the risk of choking.

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

The childminder does not provide a calm, positive environment that supports meaningful play or promotes positive attitudes to learning. She does not use effective behaviour management strategies or establish clear routines. As a result, children do not learn to respect each other, cooperate or manage their emotions appropriately. They struggle to share, take turns and use resources carefully. Minor conflicts often upset them, and they do not consistently show respect for others, the childminder or the environment. This limits their sense of emotional safety and security.

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

Although the childminder assesses children's progress, she does not accurately identify their needs or adapt her teaching for those with communication and language barriers or special educational needs and/or disabilities. She does not deliver an ambitious, well-sequenced curriculum or provide sufficiently stimulating and challenging experiences. While her interactions are generally positive, she does not use assessment effectively to plan next steps or extend children's learning.

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

However, children appear content overall. They separate from their parents confidently, engage with the childminder on arrival and sometimes show enjoyment, for example, when joining in action songs and pretending to be wiggly worms. Relationships with parents are positive, and the childminder promotes regular attendance and punctuality.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage 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 children are seated safely and supervised at all times while eating to ensure their safety and welfare and help prevent choking 15/04/2026

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Action Completion Date

improve the assessment and identification of hazards to children's safety and take steps to reduce the risk of harm 15/04/2026

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Action Completion Date

improve hygiene procedures to promote children's good health 28/04/2026

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Action Completion Date

improve understanding of how to support children's behaviour in a way that promotes their understanding of respect for others and creates a calm and orderly environment that promotes learning 28/04/2026

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Address:

Registered person: Lowther, Clarissa Claire

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Action Completion Date

improve understanding and practice to support children with special educational needs and/or disabilities (SEND) 28/04/2026

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Action Completion Date

To meet the requirements of the Early years foundation stage the provider must take the following action by the assigned date:

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Action Completion Date

plan and implement an ambitious and well sequenced curriculum that enables all children to make progress from their starting points and build a secure foundation in the skills and knowledge they need for school 15/06/2026

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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. Register(s): EYR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:00

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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

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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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