Coady, Cherryl Ann

Childminder

Unique reference number (URN): 2750078 Registered with Ofsted: 06/10/2023 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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Behaviour, attitudes and establishing routines Expected standard

The childminder has clear boundaries and expectations for behaviour, which children understand and follow. Children show respect for their environment as they ask the childminder before playing with something new. They work as a team as they help to tidy away the toys while singing the tidying-up song. The childminder is a positive role model for children, offering praise and promoting respect and kindness. As a result, children are confident and show a positive attitude.

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Behaviour, attitudes and establishing routines Expected standard

Children have a positive 'can-do' attitude. For example, they take responsibility for their personal care needs well, such as washing their hands independently and using mirrors after eating to ensure they are clean. Typically, the childminder provides regular opportunities for children to take turns and share resources. For example, children demonstrate patience as they wait for their turn with popular resources. This helps children to build positive relationships with their peers. The childminder has positive and established relationships with parents and carers. This enables her to promote the importance of regular attendance and punctuality.

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Children's welfare and wellbeing Expected standard

The childminder prioritises building positive and trusting relationships with the families and children she cares for. She gathers relevant information from parents and carers before children start at the setting to ensure she can meet their individual care needs. The childminder is responsive to children's needs, quickly identifying when children are tired or hungry. Younger children rest at nap times as the childminder provides a calm space. Typically, the childminder makes suitable adaptations to cater for children who face barriers to their wellbeing. For example, she supports children during changes in routines and facilitates additional settling-in sessions.

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Children's welfare and wellbeing Expected standard

The childminder promotes healthy eating well. For instance, mealtimes are a sociable experience for children as they talk with their friends, comparing fruits and snacks. The childminder provides children with daily opportunities to engage in physical activity and outdoor play. They often visit places in the local community. Children develop their strength and coordination. Younger children push toy pushchairs. Older children run and chase one another.

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Achievement Needs attention

Weaknesses in the curriculum and a lack of assessments to establish children's abilities mean that children do not make the progress that they are capable of. Children follow their own interests rather than being provided with purposeful interactions and learning experiences. This does not support children to build on what they know and can do. Not all children benefit from an environment that is rich in language. For instance, during some activities, the support for communication is targeted at the older children rather than the younger children.

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Achievement Needs attention

Children develop their knowledge of how to care for animals as they feed the childminder's rabbit. Older children develop their understanding of the changes they will face in the future. This includes engaging in role-play experiences as they pretend to pack a bag in preparation for going to school.

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Curriculum and teaching Needs attention

The childminder understands that she should support children to achieve their next steps in education. However, due to gaps in her understanding and knowledge of child development and how to implement an ambitious and inclusive curriculum, children do not fully make the progress they are capable of. Additionally, the childminder does not consistently gather or monitor children's individual assessments. This hinders her ability to identify what children already know and can do. This prevents the childminder from tailoring her teaching to children's specific needs. This includes not recognising when younger children need more specific support to help develop their communication and language skills.

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Curriculum and teaching Needs attention

The childminder observes children's play and takes into account their interests when planning activities and experiences. This results in children being motivated and willing to take part. For instance, older children develop their physical skills as they create pretend food when they use play dough. The childminder offers children a range of play experiences through a suitably resourced environment. For instance, children start their day by finding their names and talking about the weather.

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Inclusion Needs attention

Although the childminder observes children, she does not consistently gather precise assessments of children's development. Therefore, she does not identify what children already know and can do and what they need to learn next. The childminder has a basic knowledge of the abilities of the children in her care. She does not implement an effective curriculum to target the support children receive precisely enough. This means that children are not able to achieve the potential they are capable of.

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Inclusion Needs attention

The childminder completes the statutory progress check when children are aged between 2 and 3 years. If she identifies concerns about children's development, she knows to share this information with parents and carers. The childminder understands the need to work with other professionals, for instance, the health visiting team. This is so children receive targeted support from others to close gaps in their development.

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Inclusion Needs attention

For those children who access more than one early years setting, the childminder communicates effectively with other providers. She shares what she knows about children's abilities and has an open line of communication. Despite the childminder not fully understanding what children need to learn next, this promotes partnership working.

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Leadership and governance Needs attention

The childminder is passionate about her role; this is shown in the level of care she offers children. However, the childminder does not undertake professional development opportunities to support her knowledge of how to help children progress in their learning. She does not have a secure knowledge of child development, how to complete assessments and how to implement an ambitious curriculum for all children. However, the childminder does complete training courses to help her to promote children's safety.

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Leadership and governance Needs attention

The childminder helps children to have an awareness of their local community. For instance, she takes them to visit shops and local care homes. The childminder uses these experiences to help children to develop their social skills as they interact with others.

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Leadership and governance Needs attention

The childminder provides positive lines of communication and keeps parents and carers up to date with the experiences she offers children. Parents say that settling-in procedures are personalised to their children and have a positive impact on children's wellbeing.

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Compulsory Childcare Register requirements

This setting has 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 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's developmental progress from their starting points in learning is hindered. This is due to the lack of identification and implementation of an ambitious curriculum. The learning children achieve is mainly incidental, rather than planned. This is because assessments are not used to identify children's levels of learning and to plan for their development precisely. This results in the childminder not focusing her interactions on supporting children to build on their existing capabilities. That said, children arrive happy and show that they feel safe and secure. They receive warm, gentle care and enjoy spending time with the childminder. Children benefit from the childminder having positive relationships with their parents. Children demonstrate trusting and positive relationships with the childminder and their friends.

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

When children follow their own interests in their play, they engage and are interested in the activities offered. Younger children receive praise when they chase and grasp balls. Older children show their understanding of numbers and counting as they explore insects. They count legs on spiders. Children have further experiences to learn about insects, for instance when they share books about caterpillars. Older children listen and follow instructions, for example when they play with dough. This includes children pressing down the dough when they are asked. However, limited interactions with younger children do not help them to build on their communication and language skills.

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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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:45 - 17:15

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Action Completion Date

develop an ambitious curriculum to reflect children's learning needs and identify clear next steps for each child that build on what they know and can do already 29/05/2026

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Action Completion Date

use assessments to identify children's needs and plan activities to support their progress 22/05/2026

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Action Completion Date

undertake professional development opportunities to raise the quality of learning experiences for children 05/06/2026

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Action Completion Date

place a sharper focus on supporting younger children's communication and language skills 05/06/2026

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About this inspection

The inspector spoke with the childminder, children and a parent 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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