Childminder

Childminder

Unique reference number (URN): 401146 Registered with Ofsted: 29/04/1994 Registers: EYR, CCR, VCR

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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. Although the childminder attends safeguarding training, she has a poor understanding of safeguarding and the different types of abuse. For example, the childminder lacks knowledge about the 'Prevent' duty guidance, county lines exploitation and female genital mutilation. The childminder does, however, know how to report concerns about a child, and who to.

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Safeguarding standards not met

The childminder is not aware of further requirements. For example, she does not record accurate information when children first start. The childminder does not keep a written record of accidents and injuries and treatment given. As a result, patterns of concern may not be identified. There are gaps in her knowledge and understanding of how to identify safeguarding concerns.

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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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Behaviour, attitudes and establishing routines Expected standard

Children benefit from warm, trusting relationships that help them feel secure and willing to explore. Children also show strong independence skills for their age, such as making choices about their play and attempting tasks on their own. The childminder prioritises good attendance and works closely with families to promote regular engagement in the setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder supports children's understanding of behaviour effectively. Children respond positively to the calm and consistent approach of the childminder. She gently reminds children to be kind and to take turns. The childminder models respectful interactions, which encourages children to treat one another with care. Children begin to manage their emotions and learn appropriate choices and actions.

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Achievement Needs attention

Children do not consistently build on their learning over time. This restricts their capacity to build on existing knowledge and skills and leads to inconsistent progress throughout the curriculum. That said, the childminder offers children experiences that they enjoy, such as outings into the local community. Children benefit physically from trips to the park, and they strengthen their social skills at toddler groups.

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Achievement Needs attention

Children develop their communication skills as they interact with others and explore activities. For instance, as children explore paint, they develop their imagination, extend their vocabulary and build small muscle control. Children develop early mathematical awareness, such as counting as they play. Children gain some skills that help to prepare them for their next stage of learning.

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Children's welfare and wellbeing Needs attention

Children's health and wellbeing are affected by poor hygiene routines. Handwashing is not consistently promoted, particularly before eating, which increases the risk of illness and does not help children develop lifelong healthy habits. In addition, the childminder does not ensure that each child is provided with clean bedding. This means children may be exposed to unnecessary hygiene risks and are not supported to rest in a clean, comfortable environment. Together, these weaknesses show that the childminder does not fully understand or implement the basic hygiene practices needed to protect children's health and promote their overall wellbeing. The childminder does, however, encourage children to develop healthy eating habits. For example, children have fruit for snacks.

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Children's welfare and wellbeing Needs attention

The childminder engages well with children overall and helps children to understand and manage their emotions. Children laugh and smile as the childminder shows them pictures in books and reads to them. Regular physical activity is promoted through outdoor play to parks and play areas. Children seek reassurance from the childminder when needed, supporting their emotional security. For example, they approach the childminder for regular cuddles and comfort. The childminder demonstrates a secure knowledge of how to meet the needs of all children, including those with special educational needs and/or disabilities.

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Curriculum and teaching Needs attention

Children do not benefit from a well-planned or coherent curriculum, which means their learning lacks purpose and progression. The childminder does not monitor children's learning and development with enough accuracy or consistency. Although she has a basic awareness of the progress check at age 2, she does not complete this effectively or record the relevant information needed to build a clear picture of each child's progress. The childminder does not demonstrate an accurate understanding of what children can do and what they need to learn next.

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Curriculum and teaching Needs attention

Nonetheless, the childminder is keen to promote children's communication and language development. She encourages children to develop new vocabulary and join in with conversations. The childminder sings to children and offers them opportunities to listen to stories and interact with each other. She includes mathematics in everyday interactions with children. For example, children count stones as they use tongs to move them from one place to another. This also helps to develop children's fine motor skills and physical development.

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Inclusion Needs attention

The childminder's approach to inclusion is weak. The childminder does not accurately identify and assess children's individual needs. Although she knows families well and builds positive relationships, this is not matched by a secure understanding of how to monitor and respond to children's developmental progress. The childminder does not consistently track what children can do or identify where they may be falling behind. As a result, emerging needs may go unnoticed, and opportunities to provide timely support are missed.

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Inclusion Needs attention

That said, the childminder works positively with families and maintains warm, trusting relationships overall. She recognises the importance of regular attendance and builds effective partnerships with parents so that children can access the provision consistently and feel secure in her care. The childminder understands that decisions about any additional funding would be linked appropriately to children's needs. She adapts activities and routines so that children can participate fully. The childminder understands the importance of working with other professionals so that families receive the right support.

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Leadership and governance Urgent improvement

The childminder does not engage in meaningful ongoing professional development to keep her skills and knowledge up to date. She does not routinely reflect on her practice. This results in significant gaps in her understanding of key responsibilities. Weaknesses include how to recognise safeguarding concerns and how to design a purposeful, ambitious curriculum that supports children's learning effectively. The childminder does not gather essential information from parents about children's prior experiences or record detailed information about parental responsibility, children's full names and information about children's skills, knowledge and development. Nonetheless, parents feel that the childminder is kind, accommodating and considerate. Children's safety is compromised because accidents, incidents and treatment given are not consistently recorded. This means patterns of concern may go unnoticed. The childminder does not work collaboratively with other

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Leadership and governance Urgent improvement

settings that children attend to ensure consistency for children's learning and development. The childminder keeps a daily record of the children looked after in her home and their hours of attendance.

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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 do not experience a well-planned curriculum, and their learning lacks clear purpose or progression. Weak and inconsistent assessment means the childminder does not have an accurate understanding of children's development or what they need to learn next. Activities are not planned to build on what children already know, limiting their progress and confidence. The childminder does not gather key information when children start, reducing the support they receive from the outset. Children's safety is compromised because accidents, incidents and treatment given are not reliably recorded. This means any emerging patterns of concern about a child's welfare are not identified. Safeguarding knowledge is weak, including limited understanding of the 'Prevent' duty, county lines and female genital mutilation, which reduces the childminder's ability to keep children safe. Hygiene practices are inconsistent and ineffective to reduce the risks of children becoming

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

Despite weaknesses, children enjoy their time with the childminder, who is kind and friendly. She welcomes families each day, helping children to settle quickly. The childminder helps children to develop secure and trusting relationships with her and her family. In general, children show curiosity as they explore a range of activities. For example, children enjoy completing puzzles and problem-solving. The childminder's interactions overall with older children are appropriate and responsive, at times building effectively on what children already know and can do. The childminder successfully promotes children's independence throughout the day. For example, children make choices about what they want to play with. They take pride in helping to tidy resources and manage their own routines, such as preparing to go and pick other children up from school.

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

The childminder reinforces clear expectations for behaviour and offers regular reminders and explanations. She has a good understanding of the barriers that may affect children's learning, including the needs of children with special educational needs and/or disabilities, disadvantaged children and those known or previously known to social care. The childminder prioritises good attendance and works closely with families.

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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 knowledge of safeguarding concerns, such as the 'Prevent' duty and child exploitation, in order to identify and understand possible signs that could indicate a child is being abused 10/04/2026

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Action Completion Date

undertake regular and relevant professional development to ensure having the appropriate skills, knowledge, and a clear understanding of the role and responsibilities 10/04/2026

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Action Completion Date

improve the use of assessment to develop a clear understanding of children's development and use this information to plan purposeful activities to support children's learning across all areas of the curriculum 10/04/2026

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Action Completion Date

improve knowledge and understanding of how to complete the progress check for children aged 2 10/04/2026

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00

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Action Completion Date

provide children with clean bedding to ensure children are not exposed to cross infection 10/04/2026

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Action Completion Date

obtain and record accurate information on entry about children, including children's full names and information about children's learning and development 10/04/2026

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Action Completion Date

ensure a written record is kept of all accidents and injuries, and any treatment given 10/04/2026

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Action Completion Date

ensure collaborative working with other settings children attend so there is consistency for children's learning and development 10/04/2026

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About this inspection

The inspector spoke with the childminder 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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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. 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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