Childminder

Childminder

Unique reference number (URN): 2771668 Registered with Ofsted: 14/02/2024 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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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

Weaknesses in the curriculum and support for children means that children do not always make the progress of which they are capable. Children are expected to learn skills, such as recognising numbers and letters before they have the underpinning skills and knowledge for this. This sometimes leads to gaps in children's learning and they sometimes lack some skills they need for their future learning. Furthermore, the achievements of those children with barriers to learning are reduced when behavioural expectations are not managed appropriately.

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Achievement Needs attention

Children develop their physical skills as they play outside or help to make pancakes. They enjoy filling and emptying and transferring water to different containers. Children enjoy singing number rhymes and learn to count to 5 with numbers in order. At times, children concentrate well, particularly when they play outside. Some children enjoy the challenge of solving problems, for example, and relish opportunities to work out how things work. They begin to use language to communicate their thoughts and ideas.

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Behaviour, attitudes and establishing routines Needs attention

Generally, the childminder has appropriate expectations for children's behaviour. However, these are not always consistently reinforced and children do not gain a positive attitude to learning. For example, sometimes, when children hit or kick, she says 'ah, ah', acknowledging the behaviour, but she does not always tell children what she expects. On occasion, she does not deal with the unwanted behaviour, such as kicking toys or equipment. This means that sometimes children do not understand what is expected of them. At times, this has a negative impact on other children's learning, particularly those who face barriers to their learning. Children sometimes lose attention, they move between activities and this sometimes impacts on their own or other children's learning and concentration.

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Behaviour, attitudes and establishing routines Needs attention

The childminder develops caring relationships with children. She is on hand to provide support and reassurance when children are unsure. For example, she cuddles children when they are shy and unsettled. The childminder encourages children's attendance to help them benefit from the experiences she provides.

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Children's welfare and wellbeing Needs attention

The childminder does not consistently support children's wellbeing and security due to weaknesses in the curriculum. Children who face barriers to their learning or those with special educational needs and/or disabilities are not always able to enjoy uninterrupted care and support. The environment does not support other children to concentrate well and engage in self-chosen play. Weaknesses in sharing information with other professionals mean that children do not always get the support that they need promptly.

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Children's welfare and wellbeing Needs attention

Children develop warm relationships with the childminder and are confident to suggest things they can do or ask for cuddles. The childminder gives children opportunities to gain independence, such as feeding themselves, using cutlery competently. The childminder supports children to manage their own personal hygiene. She encourages children to try to use the potty or toilet. She gives clear messages about washing their own hands after using the toilet or before eating. The childminder provides a range of healthy meals. Children enjoy the homemade noodle dishes the childminder prepares. They eat the fish, noodles and vegetables with relish.

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Children's welfare and wellbeing Needs attention

The childminder provides opportunities for children to develop their physical skills. For example, they enjoy playing in the water tray outside. They explore how they can fill the different cups. Children develop confidence filling and emptying. They enjoy plentiful access to outdoor spaces and enjoy playing in the childminder's garden or going to the park.

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Curriculum and teaching Needs attention

The childminder's curriculum is not sufficiently focused on the skills children need to develop over time. Sometimes she focuses on skills, such as recognising numbers or letters, before children have the necessary knowledge and previous learning for this. This impacts on children's engagement and concentration because activities are too complex for children. While the childminder prepares resources to support children's learning, the environment does not consistently support children to maintain their focus and attention. She does not always use children's interests to plan her environment inside and when this happens children lose interest quickly and flit between activities.

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Curriculum and teaching Needs attention

Children enjoy exploring how things work. They focus intently as they use spoons to fill containers in the water outside. Other children enjoy working out how they can remove cardboard rings from a tube with rods sticking out of the sides. They turn the rings around to move them up the tube, solving problems well. The childminder plans appropriate activities to support children's communication and language. For example, she uses song cards for children to choose the songs and rhymes they would like to sing. Children eagerly join in with the song '5 little ducks'. They copy the actions and join in with familiar phrases, such as 'quack, quack, quack'. Activities such as these, support children who face barriers to their learning.

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Inclusion Needs attention

Weaknesses in the curriculum and behaviour management means that, sometimes, the childminder does not fully include all children in learning experiences. For example, she does not always manage children's behaviour effectively when she is providing additional support to include all children in language activities. Some children demand her attention, which impacts on the learning and engagement of children with special educational needs and/or disabilities (SEND) or those who face barriers to their learning. The childminder lacks confidence in sharing and gathering detailed information from parents and professionals, such as health visitors. This occasionally leads to delays in children getting the support that they require.

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Inclusion Needs attention

Overall, the childminder identifies when children may need additional support and monitors their achievements, to help develop their learning further. She plans adaptations to help children with SEND, such as singing and rhymes, to support them to develop their communication skills. The childminder is generally aware of how she can use funding to support children. She provides appropriate support to children known or previously known to children's social care.

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Leadership and governance Needs attention

The childminder has not ensured that she has the appropriate skills and knowledge to provide high-quality early years provision. While she has identified that she needs to improve her understanding of the early years curriculum, she has yet to take the necessary action to improve her skills for example, to support children's understanding of behavioural expectations. This impacts on the progress children make. She attends training to keep her mandatory training up to date. This includes training on first aid. The childminder has a suitable understanding of how she can keep children safe.

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Leadership and governance Needs attention

The childminder does not always have the confidence to work effectively with parents and other professionals. For example, she does not always gather and share enough information to ensure children get the help and support they need promptly. For example, she does not consistently share information with health visitors when necessary. The childminder provides parents with advice on how they can support children at home. For example, she advises parents on how to manage children's sleep or eating so that children can be well rested and energised.

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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

Children do not always benefit from a well-sequenced curriculum to help them develop the skills that they need for their future learning. When planned activities are too hard for their age and stage of development, children do not receive the support needed and quickly lose concentration. Interactions do not help children learn behavioural expectations. When behaviour deteriorates, this impacts on the achievement of other children, particularly those who face barriers to their learning. While the childminder shares information with parents, weaknesses in partnerships with parents and professionals means that children do not always get the support that they need at an early stage, particularly those with special educational needs and/or disabilities.

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

Children arrive happily, greet their friends with enthusiasm and settle quickly. They laugh and giggle in delight when their friends arrive. Children play alongside each other as they explore the magnetic letters and talk to the childminder about the colours. They match some of the letters and numbers. Children demonstrate they are happy in the childminder's care as they frequently go to her for a cuddle or reassurance. Children attend regularly and look forward to spending time with the childminder and their friends. Children are confident to express their views, and they know that the childminder values their suggestions. For example, when children ask for pancakes, the childminder gets the ingredients ready to do this. Children learn how to use tools, such as forks and whisks safely.

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

Children learn how to navigate obstacles, such as steps, as they play outside. They develop their independence skills. For example, they sit on the floor and put their arms in their coat sleeves to get their coats on. Children enjoy language activities, such as singing rhymes and looking at books. They sit on the childminder's knee and join in with actions and learn new vocabulary.

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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 must ensure the curriculum planning is adjusted to support children's interests and emerging needs reflecting on the different rates at which children are developing 07/07/2026

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Action Completion Date

the childminder must improve behaviour management and share consistent expectations, so children know what is expected of them 07/07/2026

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Action Completion Date

the childminder must ensure she has the appropriate knowledge and skills to deliver a high-quality early years curriculum 07/07/2026

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Action Completion Date

the childminder must obtain and share relevant information with parents and other professionals working with the child, particularly those from health to ensure all children get the help and support they need 07/07/2026

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About this inspection

The inspector spoke with the childminder and children 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. Registration date: 14/02/2024

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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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

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 .

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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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