Childminder

Childminder

Unique reference number (URN): 2782925 Registered with Ofsted: 03/06/2024 Registers: EYR, CCR, VCR

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Safeguarding standards not met

The childminder does not ensure she provides an open and positive culture around safeguarding. This impacts children's welfare and wellbeing.

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Safeguarding standards not met

The childminder does not ensure that assistants complete safeguarding training or understand safeguarding procedures well enough to identify and respond to concerns about children's welfare. Assistants do not understand the setting's whistleblowing procedures or their responsibilities to recognise and report concerns. Consequently, safeguarding practice is weak and inconsistent.

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Safeguarding standards not met

The childminder understands referral procedures and understands how and when to contact external agencies when concerns arise. Weaknesses in the overall safeguarding culture mean that children's safety is not assured.

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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 Needs attention

Children, including those with special educational needs and/or disabilities and barriers to learning, do not develop the self-regulation and social skills they need for the next stage of learning. Weaknesses and inconsistencies in the implementation of the curriculum for personal, social and emotional development mean children do not make swift enough progress in this area.

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Achievement Needs attention

In general, children make some progress in their overall learning. Babies and young children enjoy books, turn pages independently and point to pictures with interest. Older children communicate their ideas and use mathematical language accurately as they identify shapes and use tools during play dough activities.

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Achievement Needs attention

Children's physical development is progressing appropriately. Babies and young children manage stairs confidently and feed themselves. Children engage well in imaginative play. For example, they use old mobile phones to pretend to call each other and the childminder.

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Behaviour, attitudes and establishing routines Needs attention

The childminder does not provide a consistently calm and emotionally secure environment for children. Weak behaviour management practice negatively affects children's ability to engage in learning and play cooperatively. Children frequently struggle to share resources and manage conflicts appropriately. When incidents occur, assistants do not consistently respond in a supportive or developmentally appropriate manner. At times, interactions between assistants and children lack warmth and sensitivity. Consequently, some children become unsettled and anxious, particularly younger children and those with special educational needs and/or disabilities. Children are beginning to understand some routines. For example, babies respond to snack time routines and cooperate during care practices. They look to the bathroom knowing they need to wash their hands when the childminder says it is snack time.

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Behaviour, attitudes and establishing routines Needs attention

Children sometimes show positive attitudes to their learning. The childminder recognises these moments and follows children's interests. For instance, when children enjoy stacking different size stepping stones the childminder suggest they could practise walking on them in the garden after lunch. Children show excitement for this.

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Behaviour, attitudes and establishing routines Needs attention

The childminder understands the importance of regular attendance and punctuality and promotes this with parents. She works flexibly with parents to support children to develop routines in preparation for their move to school.

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Children's welfare and wellbeing Needs attention

Weaknesses and inconsistencies in practice means children's emotional security and sense of belonging are not prioritised. At times, interactions with children are not warm, responsive or reassuring. When conflicts occur or children struggle to follow boundaries, these are not always managed appropriately. Consequently, children become anxious and unsettled and do not consistently feel emotionally safe.

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Children's welfare and wellbeing Needs attention

The childminder generally implements suitable procedures to support children's physical care and health. She works appropriately with parents to meet children's individual care needs, including transitions from high chairs to booster seats for eating. The childminder supervises children carefully during mealtimes, prepares food safely and promotes good hygiene routines, such as handwashing before eating.

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Children's welfare and wellbeing Needs attention

The childminder discusses healthy eating with parents and promotes good oral health by participating in 'love your dentist day' and shares ideas to help with teeth cleaning at home. The childminder works closely with parents when children are ready for toilet training to help with consistency.

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Curriculum and teaching Needs attention

Although the childminder designs a broad and well-sequenced curriculum, inconsistencies and weaknesses in practice have a negative impact on children's learning and emotional wellbeing. Assistants do not manage conflicts between children appropriately and do not teach children to share resources or regulate their behaviour appropriately. This does not support children's personal, social and emotional development.

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Curriculum and teaching Needs attention

The childminder generally provides learning opportunities that reflect children's interests and stages of development. She typically supports communication and language development well by naming toys, actions, shapes and colours, singing with children and encouraging

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Urgent improvement

conversations during play. She models how to pronounce difficult words, such as 'banana' and 'papaya', for children to copy. The childminder uses assessment appropriately to monitor children's development and identify next steps in learning.

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Urgent improvement

Overall, the childminder supports children's physical development well. She provides opportunities for children to use their physical skills to gain independence, such as learning to drink from open cups and feed themselves. The childminder encourages children to explore and name 3-dimensional shapes. This supports their mathematical development. Children benefit from opportunities to learn about the wider community through outings to shops, cafés, the library and soft-play activities.

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Inclusion Needs attention

Weaknesses and inconsistencies in knowledge and practice have a negative impact on children with special educational needs and/or disabilities and those who face barriers to learning. The childminder is aware that she does not complete sufficient training to deepen her understanding of special educational needs and/or disabilities and does not have a secure understanding of how to gain additional funding to extend opportunities and experiences for disadvantaged children.

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Inclusion Needs attention

Assistants do not receive appropriate training and do not adapt their interactions, language or teaching effectively for children's differing needs. At times, interactions with children who are still developing their personal social and emotional skills have a negative impact on their emotional wellbeing, self-esteem and confidence.

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Inclusion Needs attention

The childminder identifies developmental concerns appropriately and monitors children's progress regularly. She recognises gaps in children's development, including communication and language delays and understands how to seek professional involvement and make referrals when necessary. The childminder works positively with parents and signposts them to additional support, such as health visitors.

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Leadership and governance Urgent improvement

The childminder does not take action to ensure all aspects of the provision are effective to consistently meet children's needs and keeps children safe. She does not act swiftly enough to address weaknesses in practice and ensure that children receive consistently high-quality care, education and emotional support. Weaknesses in safeguarding and training demonstrate that the childminder does not monitor practice well enough or ensure her assistants understand their responsibilities.

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Leadership and governance Urgent improvement

The childminder identifies children's developmental concerns appropriately and understands how to access some support services, such as health visitors and speech and language therapists. However, she is not aware of the process for obtaining additional funding to support children who are disadvantaged. Inconsistencies in the childminder's knowledge and practice have a negative impact on children's welfare, wellbeing, learning and achievement.

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Leadership and governance Urgent improvement

The childminder has established relationships with other local childminders and meets with them regularly to provide opportunities for children to be part of their local community. For example, she takes children to local shops, cafes, the library and soft-play activities, where they are able to meet and play with other children and adults. Parents speak positively about the childminder's communication and guidance and say their children enjoy spending time with the childminder.

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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

The childminder does not meet the requirements of the early years foundation stage. Weaknesses and inconsistencies in safeguarding procedures and the delivery of the curriculum have a negative impact on children's safety, emotional security and achievement. The childminder has not established an open and positive safeguarding culture. She does not ensure that assistants complete the required safeguarding training. As a result, assistants do not understand safeguarding or whistleblowing procedures well enough to protect children from harm. Consequently, children's welfare is not consistently prioritised.

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

Children's emotional wellbeing is compromised. The childminder does not ensure that any assistants have the required knowledge and skills to engage in high-quality learning, teaching and interactions with children. The childminder does not ensure assistants receive effective training to help them provide high-quality learning teaching and interactions with children that promote children's emotional wellbeing. Weak behaviour management practice, including the use of raised voices and harsh tones, has a negative impact on children's sense of security and emotional safety. Children show signs of anxiety and become unsettled during these interactions.

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

Children separate confidently from parents and engage in some activities with enjoyment. Younger children sing as they play with trains, while older children confidently use a range of tools and cutters to make play dough shapes. Children benefit from positive relationships between the childminder and parents. The childminder promotes regular attendance and communicates appropriately with families.

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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 assistants receive safeguarding training and understand the setting's safeguarding policies and procedures 09/06/2026

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Action Completion Date

ensure assistants are fully aware of the setting's whistleblowing policies and procedures 09/06/2026

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Action Completion Date

ensure assistants have the appropriate skills and knowledge to understand their role and responsibilities in order to provide high-quality care and education for children 23/06/2026

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About this setting

Operating hours: Monday,Tuesday,Thursday,Friday : 07:30 - 18:00

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Action Completion Date

ensure that you have the knowledge and skills to coordinate the provision for children with special educational needs and/or disabilities, including understanding of funding and its use to support their needs 23/05/2026

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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 the curriculum for children's personal, social and emotional development is implemented consistently to promote children's emotional wellbeing 23/06/2026

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About this inspection

The inspector spoke with the childminder, assistants, children and parents 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. Local authority: Devon

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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. 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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