Childminder

Childminder

Unique reference number (URN): 2757210 Registered with Ofsted: 30/11/2023 Registers: EYR

p.1

Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding. This puts children at risk of significant harm.

p.1

Safeguarding standards not met

The childminder does not establish an open and positive safeguarding culture. She does not have a secure knowledge of her wider safeguarding responsibilities. The childminder lacks the understanding of how accurate, organised and well-maintained record-keeping contributes to monitoring children who may be at risk of harm.

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's ability to achieve well across the areas of learning is limited because they are not consistently provided with activities and resources that are purposefully planned to meet their individual needs. Children's progress and overall achievement across all 7 areas of learning are impacted by the organisation of resources restricting independent exploration and sustained learning. Adaptations for different ages and stages are not yet embedded.

p.2

Achievement Needs attention

The childminder discusses how children develop at different rates. Some children are suitably prepared for their next stage, including school. Children demonstrate confidence when feeding themselves and choosing which crown to decorate. They develop their vocabulary when the childminder names farm animals and when she demonstrates how toy horses gallop. During craft activities, children focus and persevere when peeling the backing off stickers. They demonstrate age-appropriate hand–eye coordination. Children name shapes, colours and count stars. Children communicate effectively to make their needs known.

p.2

Behaviour, attitudes and establishing routines Needs attention

The childminder does not always maintain a record of children's arrivals and departures, and she gives limited consideration to patterns of non-attendance. This is not effectively monitored or managed and does not support safeguarding practices. That said, the childminder's flexible arrangements for collection and drop-off support families and help to promote children's regular attendance and a daily routine.

p.2

Behaviour, attitudes and establishing routines Needs attention

The childminder establishes routines, and children demonstrate familiarity with the daily structure. Older children know they spend the morning outside and the afternoons at the childminder's home. Children feel secure and are confident to seek support when needed. This reflects their positive and trusting relationships with the childminder. Behaviour expectations are appropriate and take account of children's ages, stages of development and individual needs. The childminder manages conflicts effectively, encouraging sharing and turn-taking and supporting children through discussion and guidance.

p.2

Behaviour, attitudes and establishing routines Needs attention

The childminder is kind and caring. Children reflect this behaviour, showing kindness to one another when offering water bottles. They share craft resources and offer support to younger peers. Although the learning environment does not always align with children's stage of development and identified needs, children are motivated and generally engaged in learning. They play cooperatively and amicably.

p.2

Curriculum and teaching Needs attention

The curriculum implementation is inconsistent. Although the childminder has an awareness of children's needs, the activities and resources are not sufficiently planned to reflect individual next steps in learning. Assessment is not used to identify what children know and can do. This limits children's access to appropriate developmental opportunities. The curriculum design does not yet meet all areas of learning and development. The indoor

p.2

Urgent improvement

learning environment is not effectively organised to promote independence, choice or sustained engagement.

p.3

Urgent improvement

The childminder does not consider the differing learning needs of individual children, and there is insufficient breadth in experiences to extend and deepen existing knowledge and skills in the activities offered. The childminder is not yet delivering an ambitious, well- sequenced curriculum that supports all children to make the best possible progress across all areas of learning.

p.3

Urgent improvement

That said, the childminder demonstrates a clear intention to support children's development. She has a secure knowledge of each child. Positive relationships effectively promote children's personal, social and emotional development and language and communication. Opportunities for physical development are provided during daily outings to the park, play centre and gymnastics sessions. Children develop their social skills and meet children of different ages. The childminder explicitly teaches mathematical understanding, including number recognition, quantities and counting.

p.3

Children's welfare and wellbeing Urgent improvement

Black mould was identified in some parts of the childminder's home. The childminder discussed the actions she intends to take to reduce the risk to children's health. Hazards, including a broken toilet seat and significant clutter in areas used for childminding, are not identified or addressed. This compromises children's safety and limits space for play and learning. The childminder's environment and organisation do not meet children's individual needs and pose challenges for younger children. The childminder's risk assessments are ineffective. Opportunities to promote children's independence and choice are limited. This includes for personal care too.

p.3

Children's welfare and wellbeing Urgent improvement

The childminder does not maintain effective hygiene practices. She does not wash her hands after wiping children's noses or before handling food. Play tables are not cleaned before children sit at them to eat. Children share towels, which increases the risk of cross- contamination. These practices do not support children's health or help them to develop an understanding of good hygiene practices.

p.3

Children's welfare and wellbeing Urgent improvement

The childminder establishes warm and responsive relationships. She interacts in a calm, nurturing manner to support children's emotional security and help them to feel safe and valued. Consistent routines, including mealtimes and daily outings, support children's wellbeing and provide predictability. Children eat healthy meals and get regular outdoor experiences to support their physical development. The childminder does not yet support children's understanding of healthy lifestyles and how to meet their own care needs.

p.3

Inclusion Urgent improvement

The organisation of the provision does not meet children's individual needs. Activities are not always appropriate for children's differing ages and stages. For instance, older children are sometimes provided with resources intended for babies. At times, only one resource or activity is available due to the way the provision is organised. This limits children's access to a broad range of experiences across the 7 areas of learning and restricts engagement. Consequently, the actions taken by the childminder do not always effectively reduce barriers to learning or support children to make the best possible progress.

p.3

Inclusion Urgent improvement

The childminder observes children to identify their needs and inform planning. Progress checks for two-year-old children are completed in line with statutory requirements. The childminder knows the children well and identifies appropriate next steps. Too often, all children are offered the same resources and activities, which limits their opportunities for tailored support and creates barriers to learning and development.

p.4

Inclusion Urgent improvement

Through discussion, the childminder demonstrates an understanding of how to plan to help children to make progress and the role of multi-agency working in supporting children's outcomes. She explains how any future additional funding would be used to meet individual needs. The childminder has completed training webinars to further support children's communication and language development.

p.4

Leadership and governance Urgent improvement

There are weaknesses in the childminder's practice that impact negatively on children's safety, learning and wellbeing. Hygiene and safety breaches are evident, and risk assessments are not implemented effectively. Hazards, such as falling objects and poorly arranged play spaces, are not identified or addressed. Children's records are poorly organised, including attendance and emergency contact information, which hinders emergency responses. This puts children at risk.

p.4

Leadership and governance Urgent improvement

The childminder does not recognise areas for improvement in her practice or implement strategies to address them. This limits the effectiveness of the provision. The childminder does not know how to plan and deliver an ambitious curriculum for all children. Activities and resources are not tailored to meet the individual needs of children, and the curriculum is not targeted to support all children to make progress. The childminder's learning environment for younger children does not promote movement or independence.

p.4

Leadership and governance Urgent improvement

The childminder does not demonstrate sufficient understanding of statutory responsibilities, safeguarding, accident reporting and existing injury procedures, which restricts the protection and welfare of children.

p.4

Leadership and governance Urgent improvement

The childminder demonstrates some commitment to professional development. She engages with local childminder networks and attends webinars. This is beginning to support her understanding of early years practice and child development. Parent partnerships are established by the childminder, and families report that children enjoy attending, feel well cared for and are supported in their learning. The childminder builds positive, trusting relationships with children and their families, providing consistency and emotional security within her setting.

p.4

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

The childminder does not meet all the requirements of the early years foundation stage. She does not ensure that procedures and practice consistently prioritise children's welfare, particularly in relation to risk assessment. The childminder fails to identify and minimise potential hazards, including trip risks, falling objects and a broken toilet seat. This compromises children's safety and wellbeing.

p.5

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

The childminder does not use her knowledge of children's next steps effectively to plan a broad and balanced curriculum across the 7 areas of learning. She does not take sufficient action to reduce barriers to learning. For instance, the organisation of space and resources limits children's ability to freely access activities. The childminder does not promote children's independence skills. This limits children's opportunities to attempt tasks independently and develop new achievements. As result, opportunities to develop independence and physical skills are restricted, and not all children are well prepared for the next stage of their learning.

p.5

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

Children show enjoyment in their play and engage with the activities that are available. The childminder provides regular opportunities for children to attend local groups, parks and gymnastic sessions. These experiences support the development of social skills, physical confidence and children's awareness of the wider world.

p.5

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

The childminder creates a calm and welcoming environment. Her warm and friendly approach helps children to feel safe, settled and emotionally secure. Children develop positive relationships with the childminder and their peers. They demonstrate kindness and cooperation during play. The childminder supports children's communication and language development through interactions, including naming animals and modelling animals' actions, such as galloping. This helps to extend children's vocabularies. The childminder encourages children to recall past experiences, supporting their understanding and learning.

p.5

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

Children attend regularly, and the childminder works in partnership with parents to provide flexible routines, supporting consistency and continuity of care.

p.5

Next steps

The provider is not meeting the requirements of the Early years foundation stage and Ofsted intends to take enforcement action.

p.5

Next steps

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

p.5

Action Completion Date

implement effective risk assessments to minimise risks to children, particularly in relation to the organisation of children's play spaces 27/04/2026

p.6

Action Completion Date

ensure that all areas children access are suitable and fit for purpose, including toilets and intimate hygiene areas 27/04/2026

p.6

Action Completion Date

implement effective hygiene and cleaning routines to protect children's health and reduce the risk of illness or infection 27/04/2026

p.6

Action Completion Date

ensure that premises are organised to meet the needs of children 27/04/2026

p.6

Action Completion Date

maintain accurate and organised children's records, including daily registers, accidents, incidents and injury forms, and make these easily accessible for the safe management of the setting 27/04/2026

p.6

Action Completion Date

be alert to any issues or concerns in children's home life that could compromise their safety and have specific regard to patterns of attendance, incidents and injuries 27/04/2026

p.6

Action Completion Date

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

p.6

Action Completion Date

implement a curriculum that clearly delivers all 7 areas of learning and development as set out in the early years foundation stage 27/04/2026

p.6

Action Completion Date

incorporate individual needs, such as age and stage of development and interests, into varied activities and experiences in all areas of learning and development 27/04/2026

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

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30

p.7

Facts and figures used on inspection

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

p.7

Our grades explained

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.7

Exceptional

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

p.8

Strong standard

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

p.8

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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8