Childminder

Childminder

Unique reference number (URN): 2779991 Registered with Ofsted: 01/05/2024 Registers: EYR, CCR, VCR

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Leadership and governance Needs attention

The childminder provides a welcoming, child-friendly environment within a dedicated cabin in her garden. She organises the space so children can easily access a range of toys and resources to encourage them to explore their interests and make independent choices with confidence. The childminder knows the children well in her care, who were absent for the inspection.

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Leadership and governance Needs attention

The childminder's knowledge of the educational programmes and how to design a clear, sequential curriculum is not yet fully developed. She does not understand how to use the information shared by parents about their children's starting points and plan meaningful next steps in their learning from the outset. At times, the examples of planned activities she describes do not reflect children's ages and stages of development. For example, younger children are encouraged to trace around letters to support their speech pronunciation, which is not developmentally appropriate. Children are not provided with sufficient opportunities to develop these skills through play-based experiences to support their communication and language skills. The childminder has a clear understanding of the importance of promoting regular physical activity and healthy eating. For example, she shares information with parents about

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Leadership and governance Needs attention

nutritious food choices, showing her commitment to supporting children's physical health and life chances.

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Leadership and governance Needs attention

The childminder understands how to support children's emotional development. For instance, she demonstrates how she would use a visual resource, such as pictures of different emotions to help children recognise and express their feelings. This helps contribute to offering a nurturing and emotionally supportive environment.

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Leadership and governance Needs attention

The childminder aims to create an inclusive environment, where families from all cultural backgrounds are welcomed and valued. She explains how she would support children's awareness of the wider world, such as exploring different foods and discussing the similarities and differences in people's lives. However, the childminder's understanding of the processes to support children with special educational needs and/or disabilities (SEND) is not secure. There is a mismatch of information between her policy documents and verbal knowledge of how to support children with SEND.

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Leadership and governance Needs attention

The childminder recognises the value of further enhancing the range of sensory experiences available to children and is keen to develop this aspect of her provision. She demonstrates a willingness to continue her professional development. Although the childminder holds a relevant level 3 qualification and has completed training in areas, such as safeguarding and autism awareness, she has not yet identified or pursued professional development opportunities that would strengthen her teaching practice.

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Leadership and governance Needs attention

The childminder plans to make use of available support networks, such as attending a local childminding group to share ideas for practice. However, she has not taken up the opportunity to seek the guidance from the local authority early years advisor to help develop her practice further. Furthermore, the childminder does not yet demonstrate a clear understanding of how to work in partnership with professionals at other settings children may attend. This limits opportunities to provide a fully coordinated approach to children's care, learning and development.

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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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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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Action Completion Date

the childminder should ensure that curriculum plans focus on the educational programmes through play and next steps for children's learning take account of what they already know and can do, from their starting points 30/06/2026

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Action Completion Date

the childminder should improve the working relationships with parents and professionals at other provision children attend for continuity of care and education 30/06/2026

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Action Completion Date

the childminder should identify more relevant professional development to address the weaknesses in teaching, particularly in the areas of communication and language and mathematics development 30/06/2026

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

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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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About this inspection

The inspector spoke with the childminder during the inspection. The inspector took account of parents views about the service provided.

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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

There were no early years children present at the time of this inspection. The findings in this report are based on evidence gathered from discussions with the childminder and an inspection of the premises, equipment and any relevant documentation. When there are no early years children present, inspectors evaluate and grade only leadership and governance, as there is no reliable evidence from other evaluation areas through which to assess the impact on children.

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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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