Childminder

Childminder

Unique reference number (URN): EY554178 Registered with Ofsted: 12/12/2017 Registers: EYR, CCR, VCR

p.1

Safeguarding standards not met

The childminder has not ensured that she has kept up to date with the changes in the Early Years Statutory Framework. She is not clear on the requirements of how to obtain a reference and who is a suitable person to accept a reference from. If appropriate suitability checks are not completed for any individual working with children, this could compromise children's welfare. The childminder demonstrates a suitable understanding of child protection procedures. She shows awareness of signs of abuse and is able to take appropriate action when there are concerns regarding the children in her care. She is clear on sharing information with other agencies where there is a concern. For example, the childminder is aware to contact the Local Authority Designated Officer should an allegation be made about a person living or working on premises where childcare takes place.

p.2

How we evaluate safeguarding

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

p.2

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.2

Behaviour, attitudes and establishing routines Expected standard

Children behave well. The childminder teaches them to respect others and understand other people's emotions. When children are a little upset, other children quickly give them a cuddle to help reassure them. The childminder talks to children in a calm and caring manner. She explains to them why some behaviour may not be appropriate. This helps children to develop their understanding of supporting their own behaviour.

p.2

Behaviour, attitudes and establishing routines Expected standard

When experiences are planned, most children display enthusiasm and eagerness to learn. The childminder's tone of voice and interactions excite children. As they play with magnets, they point to a structure that has been built and say, 'choo, choo'. The childminder then skilfully builds on this interaction to extend children's focus in the activity.

p.2

Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder has a routine in place, which helps children understand what is happening and what is coming next. For example, when the childminder takes children on an outing, they know to put their coats and shoes on and sit patiently at the door while the childminder takes them out of the house one at a time. This consistency helps children to develop independence skills, as well as learning how to keep themselves safe.

p.2

Inclusion Expected standard

The childminder creates a warm and welcoming environment where children feel secure. Through starting points and ongoing assessments, the childminder swiftly identifies areas where children may need some support and takes appropriate action. For example, when children require additional support with their communication skills, the childminder swiftly contacts appropriate professionals. This helps to ensure that children get the support they need and make progress in their development. The childminder has built positive working relationships with parents and skilfully uses this to support the children and their families. For example, the childminder works closely with parents to help ensure children are able to attend the setting regularly. This supports children's emotional development by having a consistent routine in place. Children display their independence skills and are confident during their time at the setting. The childminder obtains additional funding, which is used to

p.3

Inclusion Expected standard

help children gain experiences that support their development. For example, children go on trips out into the local community to help develop their social skills and build on their physical development.

p.3

Achievement Needs attention

Children are making some progress, particularly in their physical development. As they play, they jump and move their bodies. During mealtimes, most children can independently feed themselves. However, due to the areas of the curriculum that need some support, children are not able to achieve their full potential. For example, younger children struggle to fully engage in activities as the childminder does not adapt them to meet the needs of all the children.

p.3

Achievement Needs attention

Children demonstrate that they are beginning to develop their language skills. Children around 2-years-old are using simple words to describe objects and are beginning to put 2 words together. However, due to there being periods of the day where planning lapses, children do not consistently access experiences that help them to keep progressing in their learning. For example, children will wander aimlessly, which does not promote them to develop their language skills further.

p.3

Curriculum and teaching Needs attention

The implementation of the curriculum is not fully effective throughout the day. The childminder does not always ensure that children are fully engaged. For example, there are periods of the day, particularly just before mealtimes, where there is nothing planned for the children to be involved in. This results in children wandering and losing focus.

p.3

Curriculum and teaching Needs attention

Children's starting points, continuous communication with parents and assessments help the childminder plan for the children's next stage in their development. However, the implementation of activities does not always consider the needs of individual children. Sometimes, activities, such as building a train track for the trains to ride on, are too

p.3

Urgent improvement

advanced for the youngest children, who struggle to engage. Although children enjoy exploring the resources, they are sometimes not age-appropriate, which does not continuously support their learning at an appropriate level.

p.4

Urgent improvement

The childminder demonstrates an appropriate understanding of supporting children's communication and language. She introduces new vocabulary in a fun and interesting way, which excites children into trying to mimic the words back to her. She talks to the children about the 'spiky dinosaurs' and shakes items to make the sound of a 'rattlesnake'. Children giggle and repeat the words, which are praised by the childminder. Older children are developing a love of books. They eagerly choose a book and take it to the childminder to read. The children sit down nicely in anticipation of the story starting. Through stories, the childminder uses thought-provoking questions for children to develop their conversational skills and explain their understanding.

p.4

Children's welfare and wellbeing Urgent improvement

The childminder has failed to ensure that safer eating practices are fully implemented at all times when children are eating. For example, children with known allergies are put at risk of touching, or potentially ingesting, other children's food. Additionally, when children bring food from home, the childminder does not obtain information about what the food contains. This means appropriate procedures cannot be put in place to protect children with known allergies or dietary requirements, which compromises their safety.

p.4

Children's welfare and wellbeing Urgent improvement

Hygiene procedures are insufficient. Children are not encouraged to consistently wash their hands or wipe their noses. When dummies and cups fall on the floor, these are not washed before they are handed back to the children. This compromises children's health. Currently, the childminder is making exceptions to the normal ratios. However, children's needs are not consistently met during these times, particularly in relation to their learning and development.

p.4

Children's welfare and wellbeing Urgent improvement

That said, throughout the setting, children's laughter can be heard. The childminder is warm and attentive with all the children, and they display their happiness from being in her company.

p.4

Leadership and governance Urgent improvement

The childminder has risk assessments in place, but she has failed to implement these effectively, particularly during mealtimes. Children are not appropriately supervised at all times, which impacts negatively on their health and safety. The childminder has failed to keep effective systems in place for maintaining a daily record of children's attendance, which means she is unable to monitor attendance effectively. This could delay her identifying if there is concern about a child's safety and welfare. Additionally, the childminder demonstrates a poor knowledge of safer recruitment procedures. For example, she does not understand the requirements for obtaining references. This is a lack of oversight and limits the childminder's ability to safeguard children appropriately. In her role, the childminder has developed positive relationships with other childminders and professionals. Through these connections, the childminder regularly attends network

p.4

Leadership and governance Urgent improvement

meetings to help further develop some of her knowledge and skills.

p.5

Compulsory Childcare Register requirements

This setting has not 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

Voluntary Childcare Register requirements

This setting has not met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

There are weaknesses in practice that compromise the safe management of the setting. Hygiene procedures are not consistent, which results in children's good health not being promoted. This could lead to the spread of infection. In addition, supervision during mealtimes is not adequate. At times, the childminder turns away from the children, providing them with opportunities to access food that may impact negatively on their health and wellbeing. Furthermore, daily attendance records for children are not kept. Required information, such as arrival and departure times, is not recorded. These are breaches of the Early Years Statutory Framework and have a negative impact on children's welfare.

p.6

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

Children make some progress in their learning and development. They are developing some understanding of number, as they say some simple number sounds while the childminder counts objects in a book. During play, children are developing simple language and are beginning to put words together to be able to communicate with both the childminder and their peers. Typically, children demonstrate positive attitudes to learning during their play, and the childminder's positivity supports some children to remain focused and engaged. However, activities tend to be highly adult-led and too challenging for younger children. As a result, not all children continually benefit from the experiences provided for them. This affects their learning and engagement.

p.6

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

The childminder supports children's emotional wellbeing. Children love to sit cuddled up on the childminder's knee as she warmly interacts with them. They settle quickly into their day and demonstrate that they feel secure in the childminder's presence.

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

ensure the needs of all children are being met at all times 27/04/2026

p.6

Action Completion Date

ensure a daily record of children's hours of attendance is kept 27/04/2026

p.6

Action Completion Date

ensure risk assessments for safe eating are adhered to at all times 27/04/2026

p.6

Action Completion Date

put in place hygiene procedures that promote the good health of all children 27/04/2026

p.6

Action Completion Date

ensure activities implemented meet the individual learning and development needs of all the children 27/04/2026

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 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

Action Completion Date

ensure references are obtained in line with the Early Years Statutory Framework requirements. 27/04/2026

p.7

About this inspection

The inspector spoke with the childminder during the inspection.

p.7

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.7

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. This data is from 30 March 2026

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. 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.9

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.9

Urgent improvement

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

p.9

Urgent improvement

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

p.9