Jackson, Jessica Louise

Childminder

Unique reference number (URN): 2750762 Registered with Ofsted: 10/10/2023 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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Achievement Needs attention

Children's progress is not consistently maximised across all areas of learning. Not all children make the progress they are capable of as learning is not focused on their individual development needs. For example, all children carry out the same activities regardless of their individual stages of development, such as drawing on paper and sharing the same books. This means some children do not engage in the activities well because the learning is either above or below their level of development.

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Achievement Needs attention

Overall, children demonstrate developing independence, social skills and confidence. They show enjoyment in learning and gain some of the skills they need as basic foundations needed for the next stage of their education. For example, children are beginning to learn independence skills through the basic daily routine. They understand the importance of washing their hands before eating and after toileting. They are developing some self-care skills, such as putting on and taking off outdoor clothing.

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Behaviour, attitudes and establishing routines Needs attention

The childminder does not always consider children's age or stage of development when planning activities. This impacts on children's attention, as they can become restless and lose focus. As a result, not all children consistently develop positive attitudes to learning. Routines are not fully established, and although efforts are made to implement these, they are often rushed or not clearly communicated. The childminder does not always display an accurate assessment of children's ability to understand and follow instructions. For example, older children are not clear on the expectation for them to wait for younger children to be ready before opening the door to go outside. This means that the childminder is not able to provide younger children with the support they need to travel down the steps safely.

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Behaviour, attitudes and establishing routines Needs attention

Children form trusting and secure relationships with the childminder and confidently seek help when needed. Children are beginning to develop some skills needed to collaborate with others. For example, when building a tower, they are supported to wait their turn to add a block. The childminder plays alongside children, offering praise and reminding them to be kind to one another. These experiences support children's early understanding of teamwork and cooperation.

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Behaviour, attitudes and establishing routines Needs attention

The childminder recognises the importance of consistent attendance and closely monitors children's patterns. She works with families to highlight why regular attendance supports children's future learning, including their readiness for school.

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Curriculum and teaching Needs attention

The childminder is aware of her responsibility to provide activities that support children to progress across all areas of learning. However, there are weaknesses in the arrangements to assess and monitor children's progress. This does not support the childminder to plan an ambitious curriculum that meets the individual needs of each child. Activities and resources are not always organised to reflect the ages and stages of development of the children

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Urgent improvement

present effectively. At times, children are not engaged and do not sustain concentration as they play. For example, younger children become unsettled during a group activity aimed at learning about, and painting, flags. This impacts on the amount of attention the childminder is able to focus on older children, meaning that they also miss out on the intended learning.

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Urgent improvement

Overall, the childminder successfully supports children's communication and language. She engages them in back-and-forth conversations, adding words and comments about what children are doing and encouraging them to repeat new words. Children enjoy snuggling in for stories with the childminder, who encourages them to name the different animals in the book. The childminder widens children's experiences and promotes their personal, social and emotional development. They regularly meet with other childminders and their children, providing opportunities for children to interact with familiar people. Outings to the local forest, country parks and the library further children's experiences and support them in developing confidence, social skills and positive relationships.

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Inclusion Needs attention

Although the childminder has a system in place for assessing children's learning, it is not effective. Consequently, not all children's individual and emerging needs are highlighted, and they do not make the progress of which they are capable. The childminder does not carefully plan for the needs of younger children. For example, while older children take part in activities, there are times when younger children are placed in high chairs without any meaningful engagement.

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Inclusion Needs attention

The childminder gets to know children's likes, dislikes and care needs as she gathers important information from parents when they first start. The childminder knows how to seek additional support when she has concerns about children's development. She makes parents aware of any concerns she may have and refers them to the health visitor. The childminder is confident to seek support for children who may have special educational needs and/or disabilities. However, she does not have a sufficient awareness of how to identify and support children who are disadvantaged or who face other barriers to their learning. For example, the childminder does not understand how additional funding should be used to improve outcomes for those who are eligible.

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Children's welfare and wellbeing Urgent improvement

Although the childminder has developed secure relationships with the children, she has not provided a safe environment where they can thrive. The environment does not support or promote children's physical development. Areas where children play are overcrowded with resources, making it difficult for them to move freely. This makes it challenging for young children who are learning to walk, making trips and falls more common. The childminder has not carried out risk assessments of other areas used by children, such as bathrooms and sleep areas. Hazards, such as hanging wires, cleaning products and medicines, are in reach of the children. In addition, the childminder has not ensured the security of the garden, to prevent children from leaving or unknown people entering. Although the childminder has not assessed the risk in her home, she does understand her role and responsibilities to recognise and report child protection concerns to the appropriate agencies.

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Children's welfare and wellbeing Urgent improvement

Children do not learn to take care of, or manage, their own environment and safety. They do not learn to tidy away resources as they are not reminded or supported to do so. The childminder does not encourage children to listen to safety instructions, which results in older children entering the garden before the childminder is ready.

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Children's welfare and wellbeing Urgent improvement

The childminder encourages hygiene routines, such as handwashing, and works with parents to support healthy eating and maintain sleep routines.

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Leadership and governance Urgent improvement

The organisation of the childminder's provision is not effective. She does not recognise significant areas of weakness in the arrangements to keep children safe in her home. For example, the childminder does not ensure that her garden is sufficiently secure and does not adequately assess risks, such as cleaning products or trailing wires.

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Leadership and governance Urgent improvement

There are weaknesses in the arrangements to promote children's learning and development. The childminder does not provide an ambitious curriculum that meets each child's individual needs, to build on what they already know and can do.

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Leadership and governance Urgent improvement

Although the childminder attends mandatory training, such as first aid, she has not considered developing her knowledge to improve the quality of the provision and support outcomes for children. For example, she lacks knowledge on how to use additional funding, such as early years pupil premium funding, to improve outcomes for disadvantaged children.

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Leadership and governance Urgent improvement

The childminder has developed effective relationships with the parents. They speak positively about the provision, commenting on the responsive communication and the kind and caring nature of the childminder.

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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's safety is not assured. The childminder does not ensure that robust risk assessments are in place and that children are not exposed to potential risks and hazards. For example, the gate leading from the garden to the road is not sufficiently secure. Inside, hazards such as hanging cables and excessive resources reduce the space available for children to move freely, and this compromises their safety.

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

Children do not fully benefit from their time with the childminder as the curriculum is not embedded and is not ambitious enough for all children. As a result, some children do not consistently make enough progress from their starting points or deepen their learning. Activities do not always build on what they already know and can do, and younger children particularly are often unmotivated and bored with what is on offer. As a result, children sometimes lose focus or display negative behaviour.

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

Despite identified weaknesses, children are welcomed with a smile and generally enjoy spending time with the childminder. They share cuddles together and have formed secure attachments. Children are supported to play together and take turns in their games as they build relationships with each other and the childminder. Overall, children are beginning to follow daily routines that support their independence and self-care skills. They learn to attend to their own toileting needs and know to wash their hands properly. Children make some choices. For instance, they confidently choose what they would like to play with and are keen to share their thoughts and ideas. Children benefit from fresh air and exercise through daily walks in the community. In addition, they take trips to a farm, the library and indoor play areas, where children develop an understanding of the world they live in.

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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.

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Next steps

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

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Action Completion Date

implement effective risk assessments that identify any potential risks to children, and ensure these are quickly actioned to promote children's safety. 06/05/2026

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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

improve the curriculum so that it meets each child's individual needs and helps them build on what they know and can do 06/05/2026

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Action Completion Date

use ongoing assessment more precisely to identify and meet children's individual learning needs. 06/05/2026

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About this inspection

The inspector spoke with the childminder and parents 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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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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About this setting

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

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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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