Childminder

Childminder

Unique reference number (URN): 2781437 Registered with Ofsted: 08/04/2024 Registers: EYR, CCR

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.1

Achievement Needs attention

Children do not make the progress they are capable of from their starting points. Some children do not develop language, communication and participation skills as securely as they could. As a result, children do not consistently build the confidence and skills they need to prepare them well for their next stage in learning.

p.2

Achievement Needs attention

Children develop some appropriate knowledge and skills across the areas of learning. For example, they develop independence as they choose resources for themselves and begin to follow familiar routines throughout the day. Children show curiosity during their play and develop appropriate physical skills as they explore the environment and join in with movement activities. They begin to develop early social skills as they play alongside others and respond to simple expectations and routines. However, children who require additional help do not make consistently secure enough progress to support readiness for school fully.

p.2

Behaviour, attitudes and establishing routines Needs attention

Children do not consistently maintain positive attitudes to their learning during group activities, because teaching and support are not adapted effectively enough to maintain children's engagement and participation. Some children do not sustain concentration or participation during adult-led experiences and lose interest during activities. However, the childminder responds calmly to children and provides reassurance when they need additional encouragement and support. She offers praise and gentle reminders to help children understand expectations and return to activities appropriately.

p.2

Behaviour, attitudes and establishing routines Needs attention

Children appear comfortable in the setting and usually respond positively to routines and expectations. The childminder provides a calm environment and supports children to follow simple boundaries. For example, children help to tidy away resources, wait appropriately during transitions and respond to reminders about safe behaviour within the setting. Children play alongside each other positively and begin to develop appropriate early social skills. The childminder encourages children to follow familiar routines throughout the day, such as helping to tidy toys and sitting safely during mealtimes and activities.

p.2

Behaviour, attitudes and establishing routines Needs attention

The childminder understands the importance of attendance and punctuality. She works supportively with families to encourage regular routines in preparation for school. However, the childminder's approaches to promoting consistent attendance are not embedded securely enough to improve outcomes fully for children who require additional support.

p.2

Children's welfare and wellbeing Needs attention

Children do not benefit from routines that promote healthy lifestyles and wellbeing consistently enough. The childminder does not encourage children to drink water regularly throughout the day. She does not make the most of daily routines to reinforce healthy lifestyle messages. For example, the childminder sometimes does not discuss healthy choices and self-care routines during mealtimes. As a result, opportunities to help children develop a secure understanding of healthy choices are limited. Although the childminder recognises the importance of supporting children's health and care needs, she does not promote healthy lifestyles consistently well.

p.2

Children's welfare and wellbeing Needs attention

Children appear emotionally secure within the childminder's care. They confidently approach the childminder for comfort, reassurance and support when needed. The childminder manages daily care routines appropriately. She supervises children closely during sleep times and personal care routines. Calm interactions and familiar routines help children to feel settled and secure within the environment.

p.3

Children's welfare and wellbeing Needs attention

The childminder understands children's dietary, cultural and care needs appropriately. She follows suitable hygiene practices and supports children appropriately during mealtimes and daily care routines. However, the childminder does not consistently use information about children's care and wellbeing needs to help adapt and strengthen support over time. For example, concerns relating to children's oral health and routines are identified, but approaches to supporting these areas remain largely informal. This means children do not consistently benefit from well-planned support for their welfare and wellbeing.

p.3

Curriculum and teaching Needs attention

The childminder does not focus curriculum planning and teaching precisely enough on what children need to learn next. She responds warmly to children and joins in play appropriately. For example, the childminder repeats children's words back to them and encourages them to share ideas during story sessions. However, she does not build consistently well on children's responses to extend their thinking and communication skills further. As a result, children do not receive the precise support they need to strengthen their speaking and language development.

p.3

Curriculum and teaching Needs attention

The childminder does not introduce or adapt activities successfully enough to help children build on previous learning. For example, children move quickly into decorating cardboard telescopes before the childminder has explained the purpose of the activity or links to the familiar story clearly enough. During some adult-led experiences, younger children lose interest because the childminder does not adapt teaching effectively enough to maintain their involvement. Consequently, children do not consistently gain the full benefit from activities and discussions.

p.3

Curriculum and teaching Needs attention

Children access a suitable range of experiences, including creative play, sensory activities and physical play. The childminder supports some early mathematical development during children's play. For example, children count blocks, identify colours and shapes and hear mathematical language, such as 'circle'. The childminder recognises the importance of helping children to prepare for their future learning. However, teaching and curriculum delivery do not meet children's differing stages of development and emerging needs well enough.

p.3

Inclusion Needs attention

Children with emerging special educational needs and/or disabilities do not receive sharply focused support to strengthen their outcomes. The childminder recognises when children may need additional help and takes some action to support families. For example, she uses early years pupil premium funding to help children access outings and experiences beyond the setting. The childminder shares information with parents and carers about children's development and discusses concerns when they arise. However, she does not plan or review support precisely enough to help children make the progress they are capable of. As a result, the childminder does not implement strategies to support children's development consistently well.

p.3

Inclusion Needs attention

The childminder communicates with parents and maintains contact with some professionals involved in children's care and development. However, she does not contribute fully to wider professional discussions or seek information proactively enough when children are known to external agencies. The childminder does not use information shared between adults effectively enough to ensure support for children is reviewed and adapted consistently. Consequently, the childminder does not coordinate support for children who face additional barriers consistently well.

p.4

Inclusion Needs attention

The childminder welcomes children into the setting and includes them in daily experiences. She understands children's individual needs and considers children's dietary and cultural requirements appropriately. The childminder builds positive relationships with families. She provides a caring environment for children who require additional reassurance and support.

p.4

Leadership and governance Needs attention

The childminder does not organise and monitor aspects of the provision consistently well enough to support children's learning, development and wellbeing as effectively as possible. She does not maintain records with sufficient precision or follow up discussions with other professionals consistently well. In addition, she does not coordinate work with other agencies effectively enough to support a coordinated approach for children who require additional help. As a result, the childminder does not review and implement some aspects of support for children consistently enough.

p.4

Leadership and governance Needs attention

The childminder demonstrates an appropriate commitment to improving practice and keeping knowledge up to date. She regularly updates her safeguarding knowledge and recently completed further safeguarding training to strengthen her professional understanding. However, oversight of recruitment procedures is not fully secure. For example, the childminder has not obtained references for the planned assistant and is not fully aware of safer recruitment requirements. The assistant is not yet working within the setting and this does not directly affect children.

p.4

Leadership and governance Needs attention

The childminder builds positive relationships with children and families. She communicates regularly with parents and carers about children's experiences and daily routines. The childminder reflects on the provision and recognises some areas she would like to improve. However, she does not use self-evaluation sharply enough to identify and address weaknesses in practice before they affect children's experiences and outcomes.

p.4

Compulsory Childcare Register requirements

This setting has 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

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

Children enjoy a range of experiences and daily routines. However, some activities do not maintain children's interest successfully enough. Younger children do not always remain involved during group experiences. The childminder sometimes does not extend children's thinking and language. She works supportively with families regarding routines, punctuality and oral health. However, the childminder does not organise support for children's welfare, communication and learning effectively enough to help all children make consistent progress. She provides a safe and nurturing environment for children. The childminder supervises children appropriately and understands safeguarding responsibilities. She recognises potential risks to children's safety and takes appropriate action to reduce immediate concerns.

p.5

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

Children settle quickly and appear comfortable in the childminder's care. Warm interactions help children to build positive relationships with the childminder and each other. Children confidently join play, share resources and respond positively to encouragement from the childminder. They build towers, explore musical instruments and enjoy creative experiences linked to familiar stories. The childminder comforts younger children sensitively when they appear tired or unsettled and supports them to join activities at their own pace. Children independently choose from suitable resources, including stacking toys, threading, small- world toys and sensory play. They develop early skills through these experiences. For example, children identify colours and shapes during craft activities, join in with simple yoga movements and count blocks during their play.

p.5

Inspector:

Holly Smith Children enjoy familiar routines throughout the day. They move confidently around the learning environment and seek reassurance from the childminder when needed. Younger children enjoy sensory experiences and physical play. Older children share resources and explore activities independently. Children listen to familiar stories, join in with songs and respond positively to praise and encouragement from the childminder. During lunchtime, children sit together at the table and follow simple hygiene routines, such as washing their hands before eating. The childminder encourages children to follow routines, such as tidying away toys and sitting safely during activities.

p.6

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:

p.6

Action Completion Date

improve oversight of recruitment procedures, record- keeping and partnership working to support children's welfare and development more effectively 12/06/2026

p.6

Action Completion Date

strengthen support for children's speaking and communication skills so children are helped to express themselves and develop language more effectively 26/06/2026

p.6

Action Completion Date

adapt teaching more effectively so all children are supported to participate fully and build on their learning 26/06/2026

p.6

Action Completion Date

promote healthy lifestyles more consistently so children develop a better understanding of healthy eating, oral health and drinking water regularly 26/06/2026

p.6

About this inspection

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

p.6

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.6

About this setting

Operating hours: Monday,Wednesday,Thursday,Friday : 06:00 - 16:30

p.7

Facts and figures used on inspection

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

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.8

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.8

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.8

Urgent improvement

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

p.8

Urgent improvement

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

p.8