Childminder

Childminder

Unique reference number (URN): 2776521 Registered with Ofsted: 05/03/2024 Registers: EYR, CCR, VCR

p.1

Safeguarding standards not met

The childminder has not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. The childminder does not have a secure understanding of her safeguarding responsibilities or the procedures to follow when there are concerns about children's welfare. She is unable to demonstrate how safeguarding concerns would be identified and reported appropriately. Although the childminder has access to contact details for local safeguarding services, she is unable to explain how concerns would be managed, what information should be shared, or how children would be protected. This means that safeguarding concerns may not be identified and acted on promptly, placing children at risk of harm.

p.2

Safeguarding standards not met

The childminder does not maintain sufficiently robust information about children's circumstances to help safeguard their welfare. For example, she does not ensure that information recorded about children's care arrangements remains accurate and appropriate. Furthermore, she does not demonstrate sufficient understanding of the importance of reviewing and verifying information relating to children's circumstances. Consequently, important information that may affect children's safety and welfare may not be identified or acted on appropriately. This compromises children's safety and welfare.

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

Achievement Urgent improvement

Children do not consistently develop the knowledge and skills expected for their age and stage of development. The childminder is unable to demonstrate that children make sufficient progress in their learning and development. She is unable to explain what children have learned, the progress they have made or how learning supports them to develop the knowledge and skills needed for future learning.

p.2

Achievement Urgent improvement

Children do not make sufficient progress in developing communication, language and social skills. Opportunities to support children to communicate, interact and engage in learning are limited. Children are not encouraged effectively to develop confidence in communicating and interacting with others. As a result, children do not consistently develop the confidence, communication skills and social interactions that support their learning and development.

p.2

Achievement Urgent improvement

Children who are disadvantaged and those with special educational needs and/or disabilities (SEND) do not make sufficient progress, and are not prepared well enough for their next stage in learning. The childminder does not know how to access extra support and additional funding to improve outcomes for children with SEND, and those who are disadvantaged.

p.2

Behaviour, attitudes and establishing routines Urgent improvement

The childminder does not use daily routines purposefully to support children's confidence, engagement or attitudes to learning. She follows the same daily routine each day but is unable to explain how routines and experiences are used to meet children's individual needs or support their emotional wellbeing and learning. As a result, children do not benefit from experiences that help them to feel involved, engaged and ready to learn.

p.3

Behaviour, attitudes and establishing routines Urgent improvement

The childminder does not build positive relationships with children to support their engagement and participation. Interactions are limited and the childminder does not use opportunities arising from children's play to encourage them to communicate, interact with others and participate in learning. Consequently, children do not develop confidence, engagement or positive attitudes towards learning.

p.3

Behaviour, attitudes and establishing routines Urgent improvement

The childminder does not consider children's age, stage of development and individual circumstances when establishing routines and expectations. She does not adapt daily experiences appropriately to meet children's individual needs. As a result, children do not benefit from an inclusive approach that supports their wellbeing, learning and development.

p.3

Children's welfare and wellbeing Urgent improvement

The childminder does not support children's emotional wellbeing effectively. She does not use daily interactions and experiences to recognise and respond to children's individual emotional needs. Interactions are limited and the childminder does not provide reassurance, encourage communication or support children's engagement. Therefore, children do not receive the responsive support they need to feel emotionally secure and supported.

p.3

Children's welfare and wellbeing Urgent improvement

The childminder does not promote healthy lifestyles effectively. She does not use daily experiences and routines to help children learn about healthy eating and healthy choices. She demonstrates a limited understanding of how healthy choices contribute to children's health and development. For example, children are often given fried cold foods for breakfast and the childminder does not recognise the long-term impact on children's health and wellbeing.

p.3

Children's welfare and wellbeing Urgent improvement

Children do not receive the care and support they need to develop and thrive. The childminder does not adapt daily care routines to meet children's individual needs or use everyday experiences purposefully to support children's emotional wellbeing and development. Children mainly engage in solitary play and the childminder fails to provide appropriate encouragement and reassurance to help them feel safe and secure.

p.3

Curriculum and teaching Urgent improvement

The childminder does not provide a curriculum that supports children's learning and development effectively. She is unable to explain clearly what children are learning, how learning builds on what they already know and can do, or how experiences are planned to support children's next steps. For example, she describes children's learning as counting numbers, playing with toys and looking at books but is unable to explain how these experiences support children's learning and development over time. As a result, learning experiences lack sufficient purpose and ambition.

p.3

Curriculum and teaching Urgent improvement

The childminder does not understand children's individual learning and developmental needs well enough. She is unable to explain how learning experiences are adapted to meet children's individual needs or support their continued progress. Consequently, children do not receive learning experiences that are tailored to their individual learning and developmental needs.

p.4

Curriculum and teaching Urgent improvement

Teaching is not effective. The childminder does not effectively support children's communication and language development. She does not interact effectively with children to extend their thinking, and understanding or learning. As a result, children do not make steady progress in their communication and language skills.

p.4

Curriculum and teaching Urgent improvement

The childminder does not use assessment effectively to identify what children know, understand and can do. She is unable to explain what children are currently learning or how this information is used to plan for children's future learning. Consequently, learning is not planned well enough to build on children's existing knowledge, skills and understanding, and support their ongoing development.

p.4

Inclusion Urgent improvement

The childminder does not assess children's learning and development effectively to identify and respond to emerging concerns about children's development or determine what support children may need. She does not know how to identify and support children who may be disadvantaged. She is unable to explain what the early years pupil premium is, how funding is accessed or how it can be used to improve outcomes for children. As a result, barriers to children's learning and development are not recognised or addressed and they do not receive the support they need to make secure progress.

p.4

Inclusion Urgent improvement

The childminder does not understand how to support children with special educational needs and/or disabilities (SEND). She is unable to demonstrate how specialist advice and support would be accessed or used to help support and meet the learning needs of children who may have SEND, limiting children's ability to make secure progress.

p.4

Leadership and governance Urgent improvement

The childminder does not have a secure understanding of her responsibilities under the early years foundation stage (EYFS). Significant gaps in her knowledge and understanding have resulted in weaknesses across the provision. She does not understand children's learning and development well enough to ensure that children's individual needs are identified, assessed and supported appropriately. As a result, children do not make progress in their learning and development.

p.4

Leadership and governance Urgent improvement

The childminder does not provide effective strategic leadership of the provision. She is unable to identify clear priorities for improvement or explain how her practice supports children's learning, development and wellbeing. Consequently, weaknesses in practice have not been identified, monitored or addressed effectively.

p.4

Leadership and governance Urgent improvement

The childminder does not demonstrate sufficient professional knowledge and expertise. She has a limited understanding of child development, the learning and development requirements of the EYFS and how to support children who may be disadvantaged or have emerging developmental needs. She does not understand how additional support is accessed for children who may require it, or how the provision should be adapted to help children overcome barriers to learning and development.

p.5

Leadership and governance Urgent improvement

Leadership and oversight are ineffective. The childminder has not developed the knowledge, skills and expertise needed to fulfil her role effectively or ensure that children receive the support they need to learn, develop and thrive.

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

Significant weaknesses across the provision mean that children's safety, wellbeing, learning and development are compromised. Children do not receive effective support to help them achieve, belong and thrive. Safeguarding responsibilities and procedures are not understood or implemented well enough to ensure that concerns about children's safety and welfare are identified, responded to and acted on appropriately. This means that children may not receive the help and protection they need when concerns arise. As a result, children's safety and welfare cannot be assured.

p.6

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

Children's individual needs are not assessed or identified. Emerging concerns about children's development are not recognised or responded to appropriately, meaning children do not receive the support they need to overcome barriers to learning and development, and be able to make progress.

p.6

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

Children do not benefit from a curriculum that meets their learning and developmental needs. Opportunities to support children's communication, language and learning are limited and interactions are not used effectively to extend children's thinking, language and understanding. This limits children's ability to build knowledge, skills and confidence and be prepared for future learning.

p.6

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

Children's daily routines, care experiences and interactions do not support their emotional wellbeing and development. In addition, children do not benefit from experiences that promote healthy lifestyles and healthy eating habits. Consequently, children do not receive the support they need to feel secure, develop positive relationships and engage fully in learning.

p.6

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.

p.6

Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

p.6

Action Completion Date

ensure safeguarding responsibilities and procedures are understood and implemented so that appropriate action is taken if any concerns arise about a child's safety or welfare 10/06/2026

p.6

Action Completion Date

gain relevant skills and knowledge to help ensure that care and learning experiences provided meet children's needs, and support them to make secure progress in their learning and development 10/06/2026

p.7

Action Completion Date

ensure children are provided with healthy foods and support their understanding of healthy eating habits 10/06/2026

p.7

Action Completion Date

ensure children with emerging developmental concerns are identified and receive appropriate support and intervention to meet their individual learning and development needs 10/06/2026

p.7

Action Completion Date

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.7

Action Completion Date

ensure daily care routines, interactions and learning experiences support children's emotional wellbeing and development 02/07/2026

p.7

Action Completion Date

develop an understanding of the way children learn and implement a curriculum that supports and meets the learning needs of all children 02/07/2026

p.7

About this inspection

The inspector spoke with the childminder, children and parents 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. Unique reference number (URN): 2776521

p.7

About this inspection

Operating hours: Tuesday,Friday : 09:00 - 15:00

p.8

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.8

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.9

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.9

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.

p.9

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