Childminder

Childminder

Unique reference number (URN): 2760712 Registered with Ofsted: 23/11/2023 Registers: EYR, CCR, VCR

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Safeguarding standards not met

The childminder failed to be honest with Ofsted about the number of children on roll at her setting both prior to the inspection and on the day of the inspection. This lack of transparency puts children at risk of harm.

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Safeguarding standards not met

Although the childminder states that irregular attendance may indicate a safeguarding concern, she has not implemented effective systems to record children's attendance consistently. Some children do not have completed registration forms, meaning the childminder does not hold the essential information needed to keep them safe, and documents that are completed are not easily accessible or available. This lack of accurate documentation and poor record-keeping significantly compromises children's safety.

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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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Achievement Urgent improvement

The childminder explained during the inspection the progress children have made. However, the lack of honesty from the childminder through the inspection means we cannot be assured of the accuracy of the children's progress from their starting points.

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Achievement Urgent improvement

That said, children show an interest in the activities on offer, remain engaged and are willing to try new experiences. Children's physical development is supported as they build strength and coordination, both indoors and outdoors. Fine motor skills are strengthened through activities such as painting, colouring and sticking. Children learn how to use tools such as scissors safely. The childminder offers regular praise and encouragement, which helps to build children's confidence. While children are learning to express themselves, they are not offered enough opportunities to solve problems.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder demonstrates low expectations for children's behaviour. She deliberately excluded school-age children from the inspection and shared that this was because of their poor behaviour. This decision raises concerns about her confidence in managing older children's behaviour and the impact their behaviour has on the younger children.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder explains how she promotes the importance of regular attendance to children and their families. However, her practice of excluding children on the day of inspection does not demonstrate she implements this in practice. Furthermore, she fails to record the attendance of some children. Without accurate attendance records, she is unable to identify patterns of poor or irregular attendance or use this information to provide timely support to children and their families.

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Behaviour, attitudes and establishing routines Urgent improvement

However, children settle quickly on arrival and become engaged in the activities available. The childminder treats the children in attendance with warmth and kindness. As a result, children seek her out for reassurance and support when needed.

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Children's welfare and wellbeing Urgent improvement

By excluding all school-age children in her care on the day of the inspection, the childminder has failed to create an inclusive environment in which high expectations for the welfare and wellbeing of all children are upheld. The childminder has not promoted equality of opportunity or ensured that every child feels a sense of belonging within the setting. She fails to collect important information about some of the children in her care, and the majority of registration forms are not easily accessible. This means that essential information required to keep children safe is not available in an emergency.

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Children's welfare and wellbeing Urgent improvement

Despite this, children enter the setting confidently, eager to engage in their day. Children enjoy their time at the setting. Hygiene practices are encouraged, and the childminder sings songs about germs as the children wash their hands.

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Curriculum and teaching Urgent improvement

The childminder has some knowledge of children's current developmental levels. She is aware of children's individual needs and next steps in their learning. However, children are not always able to access a curriculum that meets their needs, and the childminder's decision to exclude some children from her provision does not support their ongoing development and learning.

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Curriculum and teaching Urgent improvement

The childminder provides opportunities for children to explore scientific concepts, such as what happens when water is added to cornflour. During play, the childminder uses her interactions to introduce new vocabulary, including words such as 'germs' and 'liquid'. She also incorporates mathematical language, such as 'more', 'less', 'big' and 'small', into play to support children's understanding of early mathematical concepts. However, opportunities for children to develop their communication, language and critical thinking skills are not regularly provided. Children are not given sufficient time to think and respond to questions before the childminder repeats the question or provides the answer.

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Inclusion Urgent improvement

The childminder has not been honest with Ofsted about the number of children on roll at her setting both prior to the inspection and on the day of the inspection. Towards the end of the inspection, she disclosed she had excluded some school-age children on the day of the inspection. This purposeful exclusion of children raises significant concerns about the inclusivity of the provision and does not demonstrate a commitment to meeting the needs of all children. As a result of the dishonesty, the childminder was unable to demonstrate how effectively she identifies the needs of all children and supports all those who may face barriers to their learning.

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Inclusion Urgent improvement

Discussions on the day indicate that the childminder has put strategies in place to support children who speak English as an additional language (EAL). The childminder shared that she is aware of how and when to seek support from external agencies if required. However, the lack of honesty from the childminder throughout the inspection means we cannot be assured of the accuracy of the information she provided about the progress children who speak EAL have made or be assured that she is aware of how to seek support for children who may require it.

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Leadership and governance Urgent improvement

The childminder attempted to deceive the inspector prior to the inspection and throughout the inspection, providing contradictory information about the number of children cared for and their ages. Towards the end of the inspection, she disclosed she had excluded school- age children on the day of the inspection as she felt they would impact negatively on the inspection outcomes. This means that the childminder has failed to demonstrate that she upholds the high standards of suitability and professional conduct expected of her in her role as a childminder. Her actions do not reflect a commitment to acting in the best interests of children. Her decisions have shown she lacks honesty and integrity. She has failed to work openly or transparently with Ofsted. She has not kept accurate records of attendance and does not ensure that relevant documentation is easily accessible. This compromises children's safety and does not promote their wellbeing.

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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

Ofsted has significant concerns about the childminder's overall suitability. The childminder was not honest with Ofsted, both before and during the inspection, about the number of children on roll. She deliberately excluded several school-age children on the day of the inspection because she believed their presence would negatively affect the inspection outcome.

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

The childminder's procedures for ensuring that children are safe and promoting their wellbeing are weak. She does not keep full and accurate records about children, and those she does keep are incomplete or not available for inspection. Attendance records are unreliable, preventing the childminder from identifying patterns that may indicate safeguarding concerns. In addition, the lack of accurate attendance information compromises her ability to account for all children in an emergency, potentially placing them at risk.

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

Children's sense of belonging is undermined by the childminder's decision to exclude the school-age children during the inspection. The childminder was unable to demonstrate how effectively she assesses and meets the needs of all children on roll, including those who may face additional barriers to their learning. This purposeful exclusion raises serious concerns about the inclusivity of the provision and does not demonstrate a commitment to meeting the needs of every child.

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

The childminder has low expectations for children and demonstrates a lack of confidence in managing older children's emotional and behavioural needs. This impacts on how she organises her provision and her ability to offer an inclusive provision for all children.

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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 you have a clear understanding of the roles and responsibilities within the childminding registration with particular regard to ongoing suitability 03/06/2026

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Action Completion Date

make sure relevant records are available and accessible for inspection, with particular regard to children's information 03/06/2026

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Action Completion Date

ensure that all required information about children is recorded 03/06/2026

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Action Completion Date

keep an accurate daily record of the names of the children being cared for and their hours of attendance 03/06/2026

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About this inspection

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

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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.

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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. Unique reference number (URN): 2760712

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About this inspection

Operating hours: Thursday,Friday : 09:30 - 14:30

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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

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Urgent improvement

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Urgent improvement

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