Childminder

Childminder

Unique reference number (URN): 2775206 Registered with Ofsted: 15/12/2023 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 that adequately protects children from harm. While the childminder can identify concerns that might indicate that children's welfare might be compromised, she fails to put what she knows to do into action. This means that children are at risk of harm. The childminder does not ensure that suitability checks have been completed for persons working with children. She does not ensure that mandatory safeguarding training is completed within the required timescales. The childminder does not take action to ensure that children in her care are safeguarded.

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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 Needs attention

The childminder does make some adjustments for children. For example, she allows children to sit in a quieter area of the home at mealtimes to help them feel more comfortable. However, she does not liaise well enough with parents to support those children who have barriers to learning so that she can adapt any further practices. The childminder offers reassurances to children should they become upset about events that happen outside of her setting. She does not teach children how to manage their own emotions.

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Behaviour, attitudes and establishing routines Needs attention

The childminder sets out clear expectations for children's behaviour. All children know the rules they should follow and confidently tell other adults about this. They describe how they walk back from school and how they do this safely. They describe the rules of the home, such as no running or shouting. Young children follow these routines with ease, for example, as they place their belongings in a box to keep them safe. They know that if left out others could stand on the items. The childminder does not engage with children as they play. However, children play well with each other and enjoy exploring the outdoors.

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Children's welfare and wellbeing Urgent improvement

The childminder does not ensure that children are kept safe while in her care. She fails to implement appropriate risk assessments in relation to animals on the premises. This results in children being left unsupervised with household pets and places children at risk of harm. She fails to supervise children when they are eating. The childminder is out of sight and sound of the children and is, therefore, unaware if they were to silently choke. She fails to notice that children have fallen while playing outside as she is not supervising them. When informed of accidents, she asks children if they are okay but does not find out what happened or look for any injuries. Adults whose suitability has not been checked provide help with the children. This places children at risk as adults not known to Ofsted are with children.

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Children's welfare and wellbeing Urgent improvement

The childminder does not promote a healthy diet, and she does not encourage children to try the fruit or vegetables on offer. Oral health is not promoted as children eat foods with high sugar content while in her care.

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Children's welfare and wellbeing Urgent improvement

The childminder reminds children to wash their hands before they eat food. Children of all ages do this and then take their place at the table to eat. The childminder is not an effective role model as she does not speak with the children while they eat and sits away from the table. Children have good manners as they ask if they can leave the table when they have finished their food.

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Inclusion Urgent improvement

The childminder does not identify children's needs quickly or accurately. She knows some information about children, such as their likes and dislikes. She describes how children talk to her about things that they cannot do. Despite children being in attendance for a significant period of time, she has failed to notice these gaps in development in learning herself. As she has not been aware of these gaps to learning, she has not provided support to try and reduce these. This has a negative impact on children as they are not being provided with tailored support that they need.

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Inclusion Urgent improvement

Even though the childminder has attended training in how to develop her knowledge of supporting children with special educational needs, she fails to implement this in practice. The childminder does not liaise well enough with parents or other childcare settings that children attend. This means that she is not aware of the support being offered and how she can complement this. The childminder shows an understanding of when she may seek advice from other professionals to support children's individual needs. However, she fails to consider the benefits of doing this in practice.

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Leadership and governance Urgent improvement

The childminder has not taken sufficient action since the last inspection to improve the childcare provision that she provides. She does not act in the best interests of all children, in particular those with special educational needs and/or disabilities.

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Leadership and governance Urgent improvement

The childminder does not implement the statutory requirements of the early years foundation stage (EYFS) and does not have the capacity to do so. She fails to keep children safe in her care and does not safeguard them effectively. She does not understand the importance of effective risk assessments, which then negatively impacts on children's safety. The childminder does not organise herself to ensure that children are supervised. For example, when children are eating or playing, she does not supervise them to keep them safe. When children have accidents in her care, she does not inform parents of these on the day incidences occur. She does not understand the importance of ensuring that only individuals who have been deemed suitable have access to children. The childminder has not kept her mandatory safeguarding training up to date, however she has since completed training to meet the EYFS requirements.

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Leadership and governance Urgent improvement

The childminder is not focused when identifying areas for her own improvement. Despite numerous breaches of the EYFS, the childminder has not identified that these are areas she needs to improve on. She fails to engage with parents and other settings that children attend. This negatively impacts on children as she fails to tailor experiences and opportunities for all children based on their individual needs.

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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 are not kept safe in the care of the childminder as they are not supervised well enough to meet their individual needs. Children have accidents that go unnoticed by the childminder. The childminder cannot identify if any risks contributed to incidents that children have. When she becomes aware of accidents, she does not acknowledge how children are feeling. Children are left unsupervised with an animal on the premises. They understand the rules they must follow around household pets, but they are left to manage this themselves without the childminder supervising. This places children at risk due to the unpredictable nature of animals.

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

Children know who they would tell if they felt unhappy. However, not all the adults that they would tell have had suitability checks carried out on them by Ofsted. Children are placed at risk as unvetted individuals are working with children. The childminder does not identify when children's wellbeing may be at risk in aspects of their lives outside of her care. This lack of awareness has a negative impact on children's safety, wellbeing and development. She fails to make referrals to other professionals when safeguarding concerns are raised, which negatively impacts on the children. Children with barriers to their learning do not receive tailored support to meet their individual needs as the childminder does not find out relevant information that would help her to make adaptations.

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

Children have a love of the outdoors and immediately access the outdoor area when at the childminder's home. They run around and navigate the area on bicycles, demonstrating good physical ability. Younger children enjoy placing magnetic tiles together as they build with their friends. They are keen to tell adults how the tiles work and stick together. Children know rules and tell other adults about the expectations of their behaviour when at the childminder's home.

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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 actions by the assigned date:

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Action Completion Date

ensure that all reasonable steps are taken to ensure that children are not exposed to risks 25/06/2026

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Action Completion Date

ensure that children are supervised to meet their individual needs 25/06/2026

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Action Completion Date

ensure that information is shared with parents promptly when children have accidents 25/06/2026

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Action Completion Date

ensure that individuals who work with children have been deemed suitable by Ofsted to do so 25/06/2026

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Action Completion Date

ensure that children are always within sight and hearing when eating 25/06/2026

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Action Completion Date

ensure that effective arrangements are in place to support children with special educational needs and/or disabilities 25/06/2026

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Action Completion Date

ensure that when concerns are identified about children's welfare timely referrals are made to the relevant professionals 25/06/2026

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Action Completion Date

ensure that food provided is healthy, balanced and nutritious 25/06/2026

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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 action by the assigned date:

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Action Completion Date

ensure that children are taught the skills to manage their emotions and work with parents to support those with barriers to their learning to make appropriate adaptations. 25/06/2026

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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.

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About this inspection

The inspection started on 14 May 2026. Inspectors returned on 26 May 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.' Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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

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 .

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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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